Schools need staff-development programs focused on teaching children to read. Students must read effectively by the end of third grade. The Success for All curriculum is effective, is transportable, focuses on basic literacy, uses formative assessment, and provides continuous, onsite assistance and support to schools. (MLH)

Over 2,500 secondary students in the Torrance (California) Unified School District who read below the 30th percentile on state tests have access to a second-chance program. Participants engage in extensive recreational reading and vocabulary development, address comprehension on multiple levels, and use writing to assist comprehension. (MLH)

Schoolwide independent reading can have a positive effect on students' reading habits, and principals can be major supporters of successful reading programs. Principals can: (1) provide worthwhile staff development; (2) suggest using independent reading to promote creative reading; (3) be ambitious about promoting independent reading; yet (4) be…

Argues for the consideration of five major components that must be addressed within each local school or school system: 1) curriculum; 2) methodology; 3) organization; 4) administration; and 5) staff development. Emphasizes the support and active involvement of the local superintendent of education in this reading improvement process. (RAE)

Discusses concerns about the current state of elementary school reading programs. Suggests specific ways these programs may be improved for the benefit of children and society. Discusses priority of reading in the schools, beginning reading programs, remedial reading programs, staff development programs, and the incidence and quality of…

Methods staff developers used to improve the reading program at a Greenwich, Connecticut, elementary school are discussed. The entire staff of the school was involved in developing the new reading program, which focused on increasing teachers' expectations of student learning, use of diagnostic teaching, and other techniques. (PP)

Describes a reading program, Reading Recovery, that provides intensive instruction for young children who are at risk of failure during frist grade. Provides responses solicited from four Reading Recovery teacher leaders. (MG)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)