Describes the insights into themselves and the reading process gained by eight sighted students who learned to read braille. (DD)

Notes similarities in Paulo Freire's literacy method, William S. Gray's model of reading, and H. Alan Robinson's recommendations for reading instruction based on psycholinguistics. (MKM)

Encompasses ethical standards in professional relationships and ethical standards in reading services of the members of the International Reading Association. (DD)

Reviews the use of the term "disadvantaged," describes how it has been applied to students, and defines it as it will be used throughout this series of six articles. (TO)

Provides (in a humorous manner) quotations on the teaching of reading and on the process of reading from famous persons and literary works, with emphasis on lines taken from Shakespearean plays. (MKM)

Suggests that studying reading and reading instruction in other languages and other countries may help us better understand the processes of reading, and notes that there is a need for more college courses on the topic of comparative reading. (MKM)

Suggests that educators must move beyond debates about the meaning of reading to more specific discussions of word recognition, sentence processing, text comprehension, critical evaluation, and communication functions. (FL)

There is a lot of printed material on television (such as titles, subtitles, disclaimers, and commercial messages); and reading professionals should use this material in reading instruction. (MKM)

Data indicate trends in the field of reading. (MKM)

Contends that teacher education is based on knowledge at the expense of ability and offers alternatives for improving programs leading to reading certification. (TO)

Offers suggestions to students for developing realistic approaches or attitudes to reading, thus making reading more meaningful. (TO)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

Criticizes professionals for not taking a stronger stance in the linquistic preparation of reading teachers. (RB)

A discussion of inadequately trained reading teachers in today's high schools and a plea for the upgrading of them in the future by inservice training and better preservice training in college. (MM)