Reviews four articles which suggest ways to help elementary students overcome frustration from reading failure. Suggests modifying negative attitudes, improving achievement through parent counseling, and teaching students self-regulatory skills. (SR)

Argues that scanning a nonfiction book helps students (1) realize they can read parts of a book to obtain information; and (2) practice skimming, scanning, and library skills. Relates that students began checking out more books on topics of interest and began to realize how they can use books to learn. (RS)

Uses the American College Testing Program (ACT) and Teale-Lewis Reading Attitude Scales to investigate achievement predictability in a teacher-preparatory course in reading methods. Determines the two tests to be effective predictors of achievement. (SG)

Examines the effect of the content of reading material on students' perceptions of reading as masculine or feminine. Finds that during the second grade, students' views on reading change from sex-neutral to more feminine than masculine, and that the content or genre of the reading material influences this perception. (RS)

Examines the history and psychology of adolescence, and of the adolescent and reading. Reviews research done by Victor Nell, who looks at the characteristics of the dedicated and absorbed reader. Asserts that teachers can benefit from an understanding of the psychology of teaching literature to adolescents. (MG)

Discusses how different methods of teaching reading influence children's attitudes towards reading. Suggests several ways to make learning to read enjoyable for students. (MM)

Interviews Dr. Ramon Ross of San Diego State University, an experienced author and teacher. Discusses the relationship between writing and literature, and suggests techniques for using the two in harmony. (SR)

Findings from a longitudinal study of 35 school-aged children indicate that a statistically significant and moderately large correlation exists between preschool concepts about the purpose of literacy activities and subsequent success in reading acquisition. (IAH)

At the beginnings of 2 consecutive academic years, 289 students in grades 1-5 completed the Elementary Reading Attitude Survey, a measure of children's attitudes toward reading. Attitudes were normally distributed across recreational reading and academic reading subscales and total score. Significant but moderate one-year test-retest correlations…

Presents research results (in the form of a story) regarding parents', teachers', and students' observations about the students as readers, and their goals for the students as readers. Discusses the role of teacher as researcher. (SR)

Discusses a study that interviewed 12 dyslexics, including a Nobel laureate, a member of the United States Academy of Sciences, and other professionals in fields requiring reading. Finds that all of them developed basic fluency three to four years later than peers, but still acquired Stage 5 skills through avid reading about a topic of passionate…

The development of a positive relationship between a teacher and a sixth grader with a learning disability (LD) is described, based on interviews and observations over a school year. Insights that the teacher developed into education of LD students, based on the student's attitudes, family relationships, and earlier experiences, are offered. (SW)

Discusses poststructuralist theories and describes how they can be useful in explaining the phenomenon of children's gendered literature preferences. Offers insights into the complexities of gender and its connections with reading fiction. Discusses children's reading preferences in school, the publishing industry, the school curriculum, and…

Discusses the elements and activities in the workshop approach that motivate middle level students to begin to love to read and write. Examines the basic needs of students--survival, belonging, power, freedom, and fun. (RS)

Finds that students understand reading and writing as demonstrations of what they know, with the purpose of giving teachers what they want, and the hope of getting an "A." Shows that they begin to believe themselves so incompetent that they no longer enjoy reading and writing; indeed, they read and write as little as possible. (SR)