Conventional wisdom dictates that television is responsible for a steep decline in literacy in United States. Because literacy has many definitions, it seems more productive to consider library circulation figures; average personal expenditures on books, magazines, and newspapers; and national surveys of reading habits. All indicate a growing…

Attempts to isolate student and family characteristics that might have an impact upon student achievement in the Chapter 1 reading program. Finds that the most important characteristics are student's self-concept; ability to take a risk; effort; study habits/time management/organizational skills; and attitude toward reading. Finds parent's…

Uses an open-ended questionnaire to examine college developmental reading students' attitudes toward reading, their self-concepts related to reading, and their recollections of learning to read, both at home and at school. Suggests that there is a relationship between self-concept and academic achievement. Discusses pedagogical implications. (RS)

Suggest oral reading as a valuable way to interest students in the joys of reading. Lists four guidelines for reading aloud. (PRA)

Describes a teacher's experiences reading aloud with two preschoolers in a homeless shelter and how the interaction increased the children's print awareness and ameliorated the stress of being in the shelter. (HTH)

States that reading educators are becoming concerned with aliteracy and that research is only now focusing on reading habits. Studies 39 avid readers and non-avid readers to examine home and personal factors related to leisure reading habits. Discovers differences for some aspects of reading attitudes, for motivation, and for several home factors.…

Surveys teachers nationwide to determine their level of commitment as readers, as well as to establish their use of recommended literacy instructional practices. Finds a significant linear relationship between teachers who read personally and their use of recommended literacy practices in their classrooms; and significant results regarding…

Examines 19 preservice teachers' perceptions of themselves as readers. Finds that students with negative views of themselves as readers worked diligently to facilitate student engagement with text, while some of the self-proclaimed avid readers took a more traditional text-based approach to literature discussions. (SR)

Describes how the author became concerned that she and other teachers were focusing so much on reading levels that other ways of describing children as readers were being ignored and devalued. Describes how she involved her students in engagements to examine and challenge the ways students were describing and defining themselves as readers. (SR)

Argues that conversations about books should be everyday occurrences in classrooms. Suggests that busy reading teachers try retellings. Includes a sample lesson. (RS)

Contends that not all books are created equal--"Anna Karenina," for example, is worth more than Nancy Drew mysteries. Relates, in a personal narrative, that when this opinion was manifested in a newspaper column, hundreds of letters took issue with the idea. Reiterates that the literate teacher finds ways to convince students that…

Considers how read-alouds motivate students who might be less than motivated readers and can also introduce avid readers to a world of books they might not otherwise find on their own. Suggests and describes 11 books to read aloud to the entire class. Lists 4 books suggested for individual readers. (SG)

Examines conditions under which readers experience intense engagement in a text, termed "optimal experience" or "flow." Reports on two studies examining flow during reading. Concludes that (1) texts for pleasure reading or interest reading provided more flow; (2) fiction was more likely to produce flow than nonfiction; and (3)…

Describes the Motivation to Read Profile (MRP), which assesses children's self-concepts as readers and the value they see in reading. Discusses its development and offers suggestions for its use with elementary students. Includes the MRP. (SR)

Examines reluctant readers, or aliterates, and identifies three distinct types: dormant, uncommitted, and unmotivated. Habits and attitudes of literate, aliterate, and illiterate students are presented, including enjoyment of reading, primary cognitive responses, and feelings about other readers. (LRW)