Advises principals to fit reading into their busy schedules by rethinking their reading interests, carrying a book everywhere, keeping a book in different locations, learning to scan, underlining, finding a reading buddy, using file cards, trying audio books, exercising patience with interruptions, and sprinkling conversations with insights gained…

Describes an English teacher's successful "guided independent reading" program for reluctant adolescent readers. She teaches her classes around large themes, chooses mirroring student interests, allows in-class reading periods, and monitors student progress. Students then work in groups to present their book to the rest of the class.…

Investigates the responses of three first-grade boys to interactive computer books. Shows that the children demonstrated high interest in reading the computer books, and indicates that transactional reading experiences can take place in an electronic reading environment. (SR)

Describes how reading for pleasure for 20 minutes of each class period in a beginning, intermediate-level reading course for adults in English as a Second Language resulted in language development in terms of reading, writing, and comprehension, as well as increased confidence. (SR)

Recommends making a trip to a large bookstore with future content area teachers to help them see the value of using trade books in their instruction as well as to renew their own interest in reading. (SR)

Presents an adaptation of a speech given by broadcaster and writer Robert MacNeil at the 1994 International Reading Association Convention. Discusses attitudes towards language, reading and learning to read, and pleasure. (SR)

Provides a framework for developing family literacy programs. Explains the characteristics of effective family literacy activities. Shares a compilation of family literacy goals and activities recently developed by a group of Ohio teachers. (RS)

Discusses factors related to reading motivation. Offers suggestions to enhance students' motivation to read for enjoyment and information. (SR)

This bibliographic essay lists 51 journal articles and ERIC documents under the headings of Student Motivation, Teacher Motivation, Reading Motivation, and Teacher Reading. Some observations based on the literature are included. (MES)

Briefly examines some of the explanations of low reading achievement among deaf children and suggests that, instead of the traditional explanations that focus on the characteristics of the deaf, environmental factors and the quality and quantity of reading instruction may significantly contribute to reported low achievement levels. (CB)

Reports on a survey of 135 future teachers who were asked about their memory of round robin reading when they were learning to read. Suggests 19 alternatives for oral reading techniques. (MG)

Rethinks the concept of book reports, refuting most reasons for their use. Notes other, more enjoyable ways to teach the skills usually targeted with book reports. Offers guidelines to optimize learning and opportunities for success with book reports. (SR)

Describes the information gained during a study of 11- and 12-year-old remedial readers. Reflects upon the ways in which adolescents who are considered to be underachievers as readers' perceive their own reading abilities. (MG)

Maintains that teachers must encourage the lifetime reading habit at school in independent reading. Discusses several ways to do so, including cluttering up the classroom with reading materials, providing time for reading, and encouraging the reading habit throughout the year. (SR)

Compares early reading recollections of 32 proficient and 30 remedial adult readers. Finds significant differences regarding their perceptions that would be important for prevention and intervention of reading difficulties, including age when learned to read, where they leaned to read (home or school), most important person in early reading…