Describes the books that 300 children selected as most appealing from 200 concept books, picture books, and books of poetry, folklore, fiction, and nonfiction. (DD)

Content analyses of eight California newspapers revealed an approximate split among good, bad, and indeterminate news, with a slightly higher bad news percentage overall. No differences were found in public recall of good v bad news stories. (RL)

Reports on an examination of intermediate level basal readers in eight series, concluding that they reflect reasonably well the interests of intermediate children. (DD)

Argues that biography written especially for adolescents can be taught in such a way that students learn to exercise judgment in their reading. Provides a list of questions teachers can use to help students become more discerning in their perusal of nonfiction and biography. (FL)

Describes how the author was shaped by his reading experiences as a boy and young man. Suggests some of the values literature holds for individuals in various circumstances and urges that teachers work to match books to individual students and their needs and interests. (TJ)

Shows how Melville's "Benito Cereno" may be used to show reluctant readers that literature has a bearing on their lives. (DD)

Describes a reader interest feedback system in which the editor of a campus newspaper interviewed different types of readers about their reading interests and asked them to comment on experimental newspapers. Points to advantages of such a system. (GT)

Describes a study of the poetry preferences of 15 classes of primary school children. (DD)

Describes a study which found that children generate literature categories like those selected by adult experts. (DD)

Children should not be given only the kind of picture books they like. (DD)

Discusses Janice A. Radway's "Reading the Romance: Women, Patriarchy and Popular Literature." Argues that reading educators should consider a more general premise embodied in the book: in order to understand the appeal (or lack of it) of certain books, then educators first need to understand what the books are for the students who read them. (RS)

Describes the Pittston (Pennsylvania) Area School District's Adopt-a-Book Program, in which each class formally "adopted" a favorite book to promote through a variety of displays and activities. (MM)

Assesses the effects of textual errors on dyadic and individual learning. Finds that dyads performed better than individuals on recall of text in sections without errors, on recall of error location, on error frequency, and on motivation and interest measures, but performed no better on recall of texts containing errors. (RS)

Describes the kinds of books that adolescents tend to choose to read on their own, including the influence of series books on the genre. Lists positive and negative aspects of series book publishing. Argues for teachers to stay up to date in adolescent literature. (HB)

Reviews 11 books that were selected by teenagers as their favorites. Notes that most of the titles selected represent rite-of-passage stories about young women. States that all of the books are well within the interests and reading abilities of junior high and early senior high school students. (PRA)