This action research study evaluated a problem of practice which emerged from the apathy and passive responses of students to reading classic literature in the high school English classroom. Teachers instructed while students received information with little investment on their part. The purpose of this study was to determine how to help students…

This study investigates the implicit reading beliefs (RBs) of a cohort of diverse English-as-a foreign language (EFL) undergraduate university students and their responses to a narrative text. Sixty-two (n = 62) students enrolled in an introductory reading education course participated in the study. The participants completed a demographic…

This article describes elaboration in "literary letters" (Atwell, 1984, 1987) written by developmental reading students. Nineteen community college students received instruction in "elaborative thought patterns," or types of elaboration, to improve the quality of their responses to popular fiction. This instruction was part of…

Despite the fact that students are an important component of the educational process, their preferences for instruction are not typically a consideration for classroom practices. The purpose of this survey study was to determine high school students' preferences for methods used in the instruction of literary works of art. Students expressed…

Reveals four different categories of teacher-student books conferences. Reports findings of a study of four children's book conferences over a year that shows the teacher preferring different foci with different students. (FL)

Presents critical interpretations of Charlotte Perkins Gilman's "The Yellow Wallpaper" from four points of view: the feminist reading; the reader response reading; a realistic reading; and a historic reading. Outlines classroom activities and follow up activities to use along with the four interpretations. (PM)

Develops strategies for encouraging students to read a variety of genres and authors. Shows how a program was organized with this end in mind. Discusses what students chose to read and their attitudes and perceptions of their reading and themselves as readers. (HB)

Argues that the way teachers and students transact with a piece of literature needs to change if teachers are to change the way students read and see themselves as readers. Suggests teachers need to support a variety of responses and avoid the tendency to reduce discussion to a search for a single main idea. Includes a brief response by Susan…

Reports on teacher responses to a questionnaire that sought information related to teaching features such as syllabus, book selection, teaching/learning goals, preferred class activities, questions asked during discussion, methods of assessment and arrangements for remedial readers. (HOD)

Advocates the use of classical mythology in contemporary classrooms because mythology features heroes or heroines that may serve as role models. (DF)

Presents a study of students in Australia, Canada, and England and examines grade nine students' written responses to writing over a two year period and their opinions of the books they read. Suggests that for students of that age, creative written responses to writing are the most imaginative. (JC)

Concludes that young people are reading less and are less influenced by reading than their counterparts of almost a decade ago. (EL)

Learning difficult literary concepts (such as point of view, symbolism, or internal monologue) while reading difficult and often unfamiliar content prematurely places too many demands upon middle school and high school students. Young adult literature allows students to address the demands of a new concept while reading more familiar content. One…

Describes strategies used to improve students' reading achievement in a New York elementary school: Hire the best teachers; train office staff members to support teachers; assign teachers based on needs; observe teachers in reading; design a staff development program; develop a reading action plan; use the existing research; involve students and…

The majority of current college freshmen see no place in their lives for reading as an opportunity for intellectual or emotional enjoyment. They read only the most utilitarian texts--appliance instructions or road signs, for example. A teacher cannot "make" students read anything, but he or she can help them find ways to like reading;…