Reviews the literature from the Educational Resources Information Center (ERIC) on the issue of students, evaluating their teachers. (RB)

Argues that, because of the strong relationship between attitude and comprehension, teachers should assess students' attitudes toward reading. Discusses types of attitude assessment, cautions in assessment, content area attitudes, and needs in attitude assessment research. Lists resources about attitude and reading as well as frequently used…

Concludes that the Estes Scale is an effective instrument for measuring levels of positive attitude toward books and reading. (RB)

Asserts that students should be encouraged to be risk takers and derive their own meaning from expository text. Discusses the impact of several reading strategies on the reading attitudes and classroom performance of college-level developmental readers. (PRA)

Describes how several types of written assessments (student journal entries, student formal response papers, student survey responses, and teacher logs) can be useful in measuring the effects of literature on students' behavior and beliefs. (SR)

Assesses a learning lab program while measuring student's attitudes toward individually prescribed reading instruction through a ten item questionnaire. (RB)

Over twenty years of attempts to provide instruction in adult literacy skills have accomplished very little in the country of Ethiopia. (MKM)

Describes how Uninterrupted Sustained Silent Reading has been successfully incorporated into college reading classes with developmental learners as an authentic method of assessing and improving students' attitudes toward reading. (SR)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Describes a research project to evaluate the progress of adult beginning readers. States that the project gave the authors insight into designing and carrying out research; broadened their understanding of how students learn about the learning process; enriched their teaching; and helped them view others' research in a new light. (RS)

Suggests ways in which teachers, supervisors, and administrators can cooperatively support literature-based practices across the curriculum. Discusses a positive professional attitude, workshop structure, improving student attitudes, thematic units, team teaching, and assessing success. (SR)