Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Presents some solutions to the problem of working with new limited English proficient students in a junior high school developmental reading class. Characterizes the plan as similar to that used for beginning English speaking reading. (RS)