Children's attitudes toward reading are getting little attention in developing children's literacy ability. This article analyzes the factors that influence children's positive attitudes toward reading: children's personal experiences in reading, children's confidence in reading, parents' attitudes toward reading, and teachers' ways of teaching reading. Suggestions are provided about how to cultivate children's positive attitudes toward reading.
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Children's literacy development has attracted the attention of teachers, researchers, parents, and society, not only because of what has been termed the "literacy crisis", but also because children's literacy development determines children's future success in reading and writing. Researchers and teachers have explored the problem from various aspects, such as teaching methods (Eldredge, 1991; Mckenna, Stratton, Grindler, & Jenkins, 1995; Morrow, 1992), classroom environments (Grambell, 1996; Reutzel & Wolfersbersger, 1996), family involvement (Danielson, 1997; Thornburg, 1993), and community and societal environment (Noll, 1998). Different results have been found and suggestions given to help to develop children's literacy in and out of school.
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