Presents an interview with Janet Hickman. Notes that she is a highly respected scholar in children's literature and a recognized and much lauded author of novels for children. Discusses disparate topics from her earliest encounters with print to mandates surrounding scientifically based reading research (SBRR). (SG)

Believes that young people need contemporary authors who maintain the tradition of the classics. Notes that sometimes the language of the classics seems stilted and overly formal to students. Suggests having students read contemporary and classic novels together. Explores how teachers might link the novels of Louise Plummer and Jane Austen. (SG)

Describes a Community Literacy Day that attempts to involve as many family and local community members as possible in a positive and enjoyable celebration of literacy. Notes that the objective was to begin to form a community as an interacting population of various kinds of individuals with common interests living together in a common area--a…

Discusses Linda Sue Park, the 2002 Newbery Medal winner, and includes excerpts of an interview with her. Notes that her diverse writing career began at an early age. Discusses writing Korean "historicals" and researching her other books. Identifies mentors as an important characteristic of both her life and work. (PM)

Argues that teachers can facilitate improvement in students' comprehension and attitudes towards reading by (1) using paradigms (a tangible representation of elements of the novel related to students' interests); (2) using character charts (visual representations of characters from the novel); and (3) modeling the role of the reader as raconteur.…

Notes that children's views of themselves as readers and the reading strategies they develop are rarely considered in reading assessment. Emphasizes that, through observations, interviews, and instructional techniques, teachers can broaden evaluations to include student perceptions, thereby gaining a greater understanding of students, and giving…

Examines the relationship between pre-service teacher attitudes toward reading and the number of reading methods and other reading- and language-related courses they have taken. Finds pre-service teachers possess only moderately positive attitudes about reading. Finds no relationship between reading attitude and the number of courses taken. (RS)

A longitudinal study compared the progress of 324 10-year-olds from four schools on reading attainments, attitudes, and habits. Two schools were given extra books to supplement their normal stock. Although results indicate important changes in reading attainments, no simple differential gain was identified in relation to attainments or attitudes.…

Describes how using Anne Rice's vampire novel "The Queen of the Damned" as supplementary reading in a developmental college reading course motivated students to enjoy reading and to improve their skills. (SR)

Describes a survey conducted in central Portugal to ascertain preschool teachers' opinions about early literacy and its place in preschool education. Finds that a majority of teachers regard preschool education as important for future literacy acquisition but do not think that early literacy activities should always be a part of the preschool…

Presents four "conning" techniques to lure elusive reluctant readers into actually reading books. (SR)

Muses about teachers' reading habits and their ability to trust themselves as competent, literate individuals. Refers to Howard Gardner's book, "The Unschooled Mind: How Children Think and How Schools Should Teach." (SR)

Reports on a study comparing the reading attitudes of developmental reading students and teacher education students at a large midwestern university and community-dwelling adults. Developmental students had significantly lower reading attitude scores, but their reading performance was independent of reading attitude. (DMM)

Examines first-year college developmental reading students' aliterate behaviors as revealed in self-reported reading histories. Finds that most subjects had early enabling literacy experiences, but even those experiences did not provide a hedge against later aliteracy. (RS)

Finds an overall drop in reading attitudes across the upper elementary school years in three of the four schools examined. Reveals few significant relationships between reading attitudes and teacher-reported enrichment activities. Notes that activities that fit with a traditional, direct instruction approach to teaching reading correlated…