Claims that television viewing is an impetus to reading and suggests ways to make television an even better ally to the reading teacher. (AEA)

Describes an alternative approach for initiating a reading program at the beginning of the school year that urges teachers to defer formalized instruction for two or three weeks and to use informed activities instead. (FL)

Investigates the applicability to upper primary school children of a multidimensional conceptualization of attitude toward reading that previous research has shown to be useful for characterizing the reading attitudes of secondary school students. (FL)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

Argues that reading is a useful tool in successful living as well as a pleasure in itself and discusses the importance of making books accessible to children and teaching them how to select appropriate reading materials. (CHC)

Compares juvenile magazines and basal readers published in the 1960s with those published recently and concludes that the values exhibited in the publications are remarkably similar for the two time periods. Lists the values stressed in the publications. (FL)

Discusses several ways teachers can use picture books for teaching prereading and reading skills. Reviews several such books. (FL)

Indicates that preservice content area teachers who were required to take a reading methods course improved their attitudes toward teaching reading. (AEA)

Discusses children's responses to questions concerning their attitudes about reading, libraries, school influence on reading habits, and tells how adults can help children to read. (HTH)

Investigated the relationship among eight dimensions of reading attitude and measures of academic aptitude, locus of control, and field independence for 322 inner-city fifth graders. Verbal academic aptitude correlated significantly with the Expressed Reading Difficulty, Reading Anxiety, Silent versus Oral Reading, and Reading as Enjoyment reading…

More than 200 college students were surveyed to determine what factors affected their reading habits when they were younger. School-related factors that encouraged reading included paperback book clubs and teachers who made reading enjoyable. Factors that discouraged reading included oral reading and uninteresting reading materials. (FL)

Describes the development of uninterrupted sustained silent reading (USSR) as an integral part of the elementary school curriculum, and describes the use of a student attitude survey to determine the strengths and weaknesses of the USSR program in a particular classroom. Includes a copy of the survey. (HTH)

Concludes that preschoolers, unlike older children, view books and reading as masculine objects and activities. (AEA)

Emphasizes that consideration of students' reading attitudes is an essential part of reading assessment. Discusses different ways of conceptualizing reading attitudes that teachers might find helpful and makes suggestions on how teachers can actually measure the attitudes of their students. (AEA)

Describes a pilot program to determine the desirability of starting a sustained silent reading program. Reports on a survey that assessed student and faculty attitudes. (JT)