Cites 20 documents, books, and journals from the ERIC database which focus on the training of reading teachers and offer teaching suggestions and methodology, discussions of teacher and student needs, and research related to teacher training in the field of reading. (SR)

Examines the impact of the traditional form of reading instruction on the reading attitudes and perceptions of the reading process of 467 elementary school children. Compares children taught traditionally and children who received no formal reading instruction. Finds that reading attitudes and perceptions of the reading process were affected by…

Summarizes the history of, and theory and research in, reader response approaches to teaching literature. Proposes an instructional process employing response-based teaching. (MM)

Describes how a group oral final exam was designed and administered in a block of two teacher education courses taught within the social constructivist perspective. Advocates such group oral exam practices as consistent with valid assessment guidelines. Discusses limitations. (HB)

Examines the effects of efferent and aesthetic teaching approaches on undergraduate students' responses to literature. Finds differences in the nature of responses, as well as a preference of treatment approaches, and a significant interaction between teaching approach and text. (PRA)

Provides a conceptual framework for the definition of critical thinking terms. Describes the results of an experimental study designed to improve high school students' abilities to clearly state and adequately defend generalizations. Finds that results suggest a useful conceptual framework and instructional format for teaching aspects of critical…

Focuses on the development of and research into well-articulated models of reading fluency instruction that make fluency an integral part of the regular reading curriculum. Brings to light ways in which reading fluency instruction can be made an important part of and an achievable goal for the general reading curriculum. (SR)

Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Concludes that remediation often consists of students completing skill lessons in workbooks with the teacher serving as manager, that most remedial activities are not congruent with classroom tasks, and that remedial students generally receive no additional instructional time to acquire reading behaviors. (FL)

Describes a study of the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course indicating that subjects who wrote following brainstorming activities and text readings generated higher quality ideas and synthesized acquired information better than the groups that did not write.…

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Presents an annotated bibliography of 12 research articles, all related to reader response theory and its applications to the English classroom. (HB)

Investigates the extent to which the content of 55 college vocabulary texts is consistent with current research and theory on vocabulary instruction. Recommends less reliance on memorization and more emphasis on deep understanding and independent vocabulary development. (SKC)

Investigates the relationships among teachers' stated theoretical orientation to reading and several psychological measures. States that teacher educators need to be creative and intentional to reach all varieties of learners. Cautions that no single methodology should ever be mandated by administrators. (MG)