Tells a story about a five-year-old boy and discovers through the telling how to be a better teacher. (MG)

Discusses teachers' intentions and practices, parental involvement in the teaching of reading, and the consequent view many children develop of reading as a low status activity. Suggests that teachers' reliance on commercially produced teaching packages for reading denies the intrinsic value of reading, which they claim to be so important. (MG)

Reports that inner city remedial reading students self-selected traditional fairy tales over more contemporary stories available to them. Cites the work of Bruno Bettelheim and Karen Zelan, who suggest that these children select such materials to find intrinsic meaning. Argues that reading aloud to children is a valuable if not necessary means of…

Argues that the "good" reader in school, who has mastered reading skills, does not offer a natural starting point for progression to the "good" reader of adulthood who is an active and voracious reader. Stresses that reading in school needs to reflect reading attitudes and behaviors of "good" adult readers. (RS)

Reported on an in-service training course for teachers of French and German. A preliminary questionnaire focused on participants' attitudes to reading in class and the frequency of this activity, on participants' expectations of the training course, and on problems in teaching reading. A second questionnaire focused on participant reaction to the…

Creative ways to motivate students to read and report on books include having them retell the stories differently, invent products related to the stories, share snacks like those the characters ate, illustrate action from the story, write imaginary conversations between themselves and the characters, and turn the stories into short skits. (SM)

Describes cooperative learning activities that can be used in high school classrooms to focus prereading activities, to increase processing while reading, and to add punch to closing activities. (SR)

Describes the "Get Excited about Reading" program at the South Side Middle School, Anderson, IN. Notes that the goals are to lead middle school students to realize the importance of reading; be motivated and challenged to grow in their love of reading; share their excitement of reading with others; and make reading a lifelong priority.…

Survey finds: (1) recreational and academic reading attitudes became gradually more negative over the elementary school years and were steepest for least able readers; (2) girls possessed more favorable attitudes than boys; (3) ethnicity played little role; and (4) extent of teacher's reliance on basal readers was not a factor. Suggests that…

Tells the story of the interaction with text of a teenage reluctant reader, in an attempt to show the value of a case study methodology when exploring the reading patterns of reluctant readers. (SR)

Argues that children's literature enhances the teaching of reading skills, assists in language development, provides a good model for developing writing skills, and develops permanent reading habits. (SR)

Describes a study in a fourth grade class which investigated students' reactions to the literacy program, providing the teacher with information regarding students' attitudes toward types of materials and specific strategies used. (SR)

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…

Argues that the primary value of literature lies within the work itself, an appreciation of it, and the connections readers make to it. Discusses how a reader response approach offers one way to open the door for children to the lived-through experience of literature as art with intrinsic value. (SR)

Student journals, reading materials appropriate for interests and cultural background, and collaborative reflection were techniques used by a teacher to create in her students a community of readers. She examined students' self-perceptions as "readers" and "nonreaders," concluding that schools must include independent reading, allow students to…