Offers strategies to motivate adult basic readers to learn one of the "One-Two Hundred Most Commonly Written Words" lists. (MM)

Describes a study of the relationship between students' knowledge or beliefs about what constitutes good reading and their success in reading. Interviews with high- and low-ability readers revealed that good readers understand reading as a meaning-gaining process while poor readers view reading as a word-decoding and pronunciation process. (DMM)

Outlines the steps in presenting a "book talk." Argues that it can be an effective way to broaden children's awareness of literature while developing their verbal skills. (FL)

Calls attention to the area of children's drama and cites several works of interest. (FL)

Examines the comprehensibility of textbooks in the dual perspective of literary quality and reader perceptions of text structure. Suggests a nine-step procedure for analyzing comprehensibility of texts in ways that go beyond standard readability approaches. (FL)

Focuses on the importance of fostering positive attitudes toward reading. (AEA)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

Notes that most recent reading research conducted in Hungary has focused on the formation of readers' attitudes and value judgments. Discusses studies conducted in the areas of reading psychology, children's reading, reading habits, reading motivation, and readers' responses. (FL)

A study was made of the relationships between the number and clarity of mental images reported by college readers and their reported interest, perceived reading ease, and comprehension scores. Imagery ratings were not significantly related to comprehension scores, but for concrete passages they were significantly related to attitude and reading…

Argues that, to transform students into lifelong readers, teachers must conceive a plan to motivate students to develop positive attitudes about reading. Cites self-efficacy as particularly pertinent to motivation. Reviews the research on self-efficacy to examine which instructional strategies are most effective in literacy education. (PA)

Discusses engaged reading and its consequences. Focuses on the contribution of children's motivation. Presents instructional contexts that foster reading engagement and motivation. (RS)

Finds that reading practices involving books and work documents bore a strong relationship to literacy proficiencies, and that younger adults were more likely to read brief documents for work, while older adults were more avid newspaper readers. Concludes that engaging in a diversity of reading practices is indicative of reading maturity and has…

Presents three brief articles containing suggestions from teachers on teaching reading: a summer reading program that successfully kept beginning readers reading over the summer; an inquiry project in which third graders saw the power of being literate and the profusion of literacy activities in the nonschool world; and engaging students in active…

Discusses literacy in the postcolonial era (since 1957) in Malaysia. Notes that while the literacy rate has risen dramatically, a growing problem that demands urgent attention is "Reading Reluctancy." Discusses survey results regarding major reasons leading to reading reluctancy, and discusses the future of literacy in Malaysia. (SR)

Explores how motivation to read and engagement in reading can be increased in classrooms through Concept-Oriented Reading Instruction. Describes how, in this instructional framework, teachers emphasize seven principles for creating engaging classrooms, including real-world observation, conceptual themes, self-directed learning, strategy…