Administered the Survey of Reading Attitudes to 167 intermediate and high school students in three private schools for Learning Disabled children. Statistical analysis viewed in conjunction with the results of the three previous normative studies seemed to support the psychometric soundness of The Survey of Reading Attitudes. (JAC)

Examined the impact of elementary school students' participation in test interpretation on teachers' and students' attitudes toward the tests. Results showed students who participated in the interpretation session felt they had done better on the test. Most teachers reported positive attitudes toward the program. (JAC)

This study measured the effect of three levels of tempo and two levels of performing medium, vocal and instrumental, on the expressed preference of fifth- and sixth-grade students for traditional jazz music listening examples. (Author/SR)

Reports results of a study which examined predictors of music achievement for general music students in the upper elementary grades. Predictors examined were attitude toward music, self-concept in music, music background, academic achievement, and gender. (RM)

School-related stress during the transition to junior high school was evaluated in 59 students with learning disabilities and 402 nondisabled students. Although the groups differed on their responses to stress, they did not differ in their perceived stressfulness of any of the 11 stressful school events examined. (Author/DB)

Perfectionism scores of 600 students identified as academically talented and 418 peers from the general cohort of sixth graders, all from similar socioeconomic backgrounds, were compared using the Multidimensional Perfectionism Scale. Findings indicated little intergroup difference in mean scores or in the frequency of perfectionistic types. (DB)

Suggests that when teachers read to students they enhance students' understanding and their inclination to read independently. Considers how teachers in intermediate grades can use read-alouds more strategically and deliberately to promote thoughtful reading and content learning. (SG)

Quantitative results from a study involving 78 elementary students suggest that content-related attitudes do not significantly affect subjects' reading comprehension. However, qualitative results suggest that attitudes may affect reading comprehension in qualitatively different ways. (IAH)

An elementary school teacher describes how she managed to encourage a 14-year-old, held back three times, to like and attend school and to be less anxious about learning. (CB)

Explores sixth graders' perspectives on the contexts of reading and responding to books in school. Finds children respond to books in patterns specific to school contexts; classroom contexts are socially constructed through children's interactions; and children constructed a community of readers by interacting with one another to respond to books…

Investigates whether teacher modeling improves fifth-grade students' attitudes toward poetry. Finds that students exposed to modeling had a greater enthusiasm/appreciation of poetry. Acknowledges that appreciation of literature, including poetry, must be developed over a long period of time through a variety of means. (RS)

Inspired by Miep Gies's selfless hiding of Anne Frank, a class of urban middle schoolers came up with definitions and characteristics of "ordinary," nonglitzy heroes. One student suggested that the school create its own ordinary hero hall of fame; students then researched possible nominees and held an induction ceremony for those…

Describes teachable moments and how students' questions, enthusiasm, and motivation lead them through full-steam reading voyages of discovery. (SR)

Describes a qualitative and quantitative examination of the attitudes of grade-five children toward aging and elderly people before and after a three-month program of drama education on the theme of young people and elderly people. Finds that children's limited attitudes toward the elderly and toward aging became more positive. (SR)

Fourth through sixth graders (n=418) completed Children's Depression Inventory (CDI). Teachers (n=31) rated students using CDI items and single global rating or global rating only. Sixteen teachers received instruction on childhood depression. Found moderate correspondence for both measures. Familiarity was related to correspondence; confidence…