This study developed an inventory that could be used to assess adult beginning readers' attitudes toward reading in the three attitudinal dimensions of beliefs, feelings, and behaviors and in five reading situations identified by a sample of adult beginning readers. Suggested uses for the inventory were generated. (Author/CH)

Seven well-known people describe their early experiences with books and reading and tell how they became avid readers. (MD)

Describes a behavior modification program aimed at encouraging students to increase the frequency of leisure reading done at home. (EL)

Reading interviews with 20 hearing impaired inner-city students (8-14 years old) elicited student perceptions about the home environment in relation to reading, functions of reading, desirable reading strategies, classroom practices, and feelings about reading. (CL)

Suggest that teachers start the school year,each school day, and each daily reading lesson with reading activities designed to motivate student interest in reading. Offers ideas for use at each of these times. (FL)

Informed Strategies for Learning (ISL) was designed to increase children's awareness and use of effective reading strategies. This study demonstrated that metacognition can be promoted through direct instruction (ISL) in the classroom. Increased awareness can lead to better use of reading strategies. (DWH)

Argues that the secondary school reading program must be seen as part of the whole curriculum and not separate from it and must be based on the belief that all students are developing adult readers and that assisting that development is the responsibility of the teacher. (HOD)

Offers suggestions for use by parents and teachers to encourage children to read for pleasure. (FL)

Describes a literacy campaign in Ethiopia. Presents responses of women surveyed as to their motivation for and attitudes about attending the literacy classes. (HTH)

Parents have an important role in their child's early preparation for reading. To help children develop positive attitudes towards reading, parents can read aloud, talk and listen to their children, show good reading habits, play with their children, and take field trips. (DF)

Analyzes two basals designed for use by remedial readers for their literature content and for their portrayal of reading attitudes. Concludes that both series make some attempt to portray attitudes toward reading and that both used informational selections more than other types of literature. (FL)

Presents a checklist designed to measure the reading attitudes of beginning readers. Discusses the methods used to develop the instrument. (FL)

Examines the overall psychometric adequacy of the Kennedy-Halinski Reading Attitude Inventory and suggests revisions for it so that its subscales may provide reliable diagnostic information to teachers concerning high school students' reading attitudes. (FL)

A principal motivated students to read independently by challenging them to select their group prize if they could attain a school goal by reading 20 minutes daily at home. Gains in student morale and reading achievement are attributed to the plan. (MJL)

Why do adolescents happily read some texts but fiercely resist reading others? Why do some teens read widely while others almost never read? This book shows how to find answer these questions--and more--by observing adolescents complex relationships with reading and letting them explain why they resist or engage with text. Author Anne Reeves…