The purpose of this article is to describe how teachers can foster strategic reading processes in their early literacy classrooms, and how to incorporate a Strategy Perception Interview to assist in documenting students' use and perceptions of these strategies. Descriptions of classroom instruction incorporating literacy strategies and…

This article describes a pilot study conducted with 10 identified avid adolescent readers who completed the Adolescent Motivation to Read Profile (AMRP) (Pitcher, Albright, DeLaney, Walker, Seunarienesingh, & Moggie, 2007) that includes both a survey to determine students' self-concept and value of reading and an interview that sheds light on what…

This manuscript provides a rationale for classroom libraries and the need to include nonfiction with them. Guidelines for effective libraries, selecting nonfiction books, and strategies for promoting them are also shared. (Contains 2 figures.)

We examined the reading interest and behavior of students in one rural (n = 664) and one inner-city (n = 510) middle school. Responses to the questionnaire indicated that in general, middle school students are not interested in reading and spend very little time engaged in various reading activities. Further analysis of the data showed differences…

This article discusses benefits of using literature circles with ELL students to strengthen literacy skills and student confidence. Highlighting one teacher's implementation of literature circles, the authors present a candid examination of areas of initial weakness and describe strategies used for improvements in subsequent "rounds." A discussion…

This study examined the recreational reading attitudes, intentions, and behaviors of college students. The theory of reasoned action provided the framework for the investigation and prediction of the students' intentions and behaviors. Two hundred and one students completed questionnaires developed according to the guidelines for the construction…

Examines the benefits of the Accelerated Reader program on English-as-a-second-language fourth and fifth grade students in a school in rural West North Carolina. Notes that anecdotal records provided evidence of improvement in students' reading behaviors and attitudes toward reading. Shows that while there was only a moderate overall increase in…

Notes that teachers need to demonstrate a love of reading in order to pass it on to their students. Discusses ways to encourage a love of reading through book groups, reading goals, daily oral and silent reading, and sharing the impact of reading with students. (SC)

Describes a reading motivation project with a class of fourth-grade students. Shows how the project incorporated strategies shown to promote engagement in literacy: opportunities for choice, reflection, and social interaction. Describes the use of metacognitive activities where students set weekly goals and reflected upon how they were growing as…

Discusses "Earning by Learning," a program designed to increase reading attitudes of academically at-risk children by combining two strong motivational factors: cash rewards and adult attention/approval. Tests the program's success with second and third graders at a site in Georgia. Finds overall success in frequent book reading, increased…

Studies the effectiveness of weekly vocabulary studies on students' proficiency in using contextual analysis and students' attitudes toward words and word learning. Finds that students made a significantly greater improvement in their ability to use contextual analysis than did students in a comparison group. Notes a slight increase in student…

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)

Investigates book selection strategies of fourth graders involved in a literature-based reading program. Examines types of information that guided the students' selections. Finds that the program was a motivating factor for students because their attitudes toward reading improved. Notes that to maximize reading growth, students should be reading…

Presents a case study that focuses on effects of an extensive reading program on an adult English language learner. Describes subject's reactions to the extensive reading approach using a qualitative framework. Discusses implications for the teaching of adult literacy. (RS)

Good and poor readers from grades 1-6 were asked to define what they meant by reading. Older children and above average readers were more likely to view reading as a meaning identification process as opposed to a general activity or word identification process. (MKM)