Discusses factors related to reading motivation. Offers suggestions to enhance students' motivation to read for enjoyment and information. (SR)

Presents a set of questions that are offered as suggestions to help students think and define themselves as readers. Notes that to encourage thoughtful, well developed responses, the questions should be spread out over a number of days or weeks. (RS)

Suggests that educators need to accept that the young adult audience is unique and find a way to deal with it in order to create a literature from which teenagers can expect to gain a satisfying "sense of comradeship among equals." (SG)

Argues that the secondary school reading program must be seen as part of the whole curriculum and not separate from it and must be based on the belief that all students are developing adult readers and that assisting that development is the responsibility of the teacher. (HOD)

Suggests that reading programs that attempt to teach reading before children have developed adequate problem solving skills may be responsible for producing children who learn not to read. (DD)

This document discusses the author's personal opinion and feelings on teaching. She expresses her love for literacy and the hope to engage her students with the same feeling, yet not force it upon them.

Provides selected quotations about reading from great writers of the past (MKM)

Reports and discusses results of a survey of French students in Middlebury College's summer language school concerning their knowledge about and interest in French newpapers and magazines and data on the circulation and readership of those publications, with emphasis on the importance of regional newspapers. (MSE)

Preschool children experience literature early on through nursery rhymes, being read to, and tales told by parents and grandparents. This introduction to the literature of a child's culture, family, and times should be a most comfortable experience. On reaching school, however, the child will find that the demands of pedagogy become insistent over…

Discusses results of survey of senior high school student attitudes toward reading for pleasure and suggests ways in which librarians, working with students, teachers, and parents, can integrate pleasure reading into curriculum and home; i.e., provide appealing materials, recommended bibliographies, networks for sharing information about books,…

Contends that literature is a means by which people are constructed as social beings. Proposes accomplishing this by teaching students to read critically and interrogatively. Concludes that English teachers need to nurture skills, attitudes, and habits of critical reading in students. (PM)

This paper discusses the importance of reading aloud to students. It emphasizes the teacher's need to plan carefully when to read and what books to read. The paper suggests the following ideas should guide a teacher's choice of reading material: whether the story will capture students' attention; whether the story will increase students'…

Reviews research on students' attitudes toward reading. Argues that, given more free reading time and more choice about what to read, students are more likely to form the habit of lifelong reading. (SR)

Defines information aliteracy (ability to read without the desire) and proposes that desire be considered a component of information literacy. Experiences of a group of information aliterate students are examined; opportunity for pleasure through involvement is discussed; and suggestions for teachers and teacher-librarians for reducing the problem…

Presents an open letter to English teachers outlining what the author hopes English teachers will teach his children about books and reading this year, focused on helping them love reading. Includes some thoughts about how to do so. Presents short annotations of 11 new or overlooked young adult books worth reading. (SR)