In this article, one literacy coach turned university professor describes her journey through Reading Recovery training and the lessons she learned along the way. She reflects on her teaching before and after studying Clay's work, and she describes the changes that she went through as a teacher as she applied the principles to her own teaching and…

Effective teachers are continuously striving to improve their instruction. Reading Recovery teachers have detailed and specific literacy training and expertise that can be of great value to classroom teachers, especially in the area of guided reading instruction. This article explores the ways in which key Reading Recovery strategies can be…

Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…

This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and…

Offers an answer from Marie Clay and Barbara Watson concerning training for the Reading Recovery program. Provides a list of training sites available for interested readers. (MG)

What teaching strategies must teachers of reading be able to perform and how are these strategies applied effectively in teaching children to read? This article attempts to answer these two important questions. One key element of a successful reading program focuses on the teacher. A brief review of the teacher effectiveness literature, including…

Argues that effective reading programs need the backing of principals. (RB)

Describes a study that investigated the impact of special education legislation on remedial reading programs in Massachusetts. Concludes that personnel use in these programs was influenced by each superintendent's beliefs about eligibility of a program for state funding. Offers suggestions to remedy this situation. (FL)

Suggests ways to expand the role of reading teacher in the school reading program. (MKM)

Reflects on experiences in creating a literature program in partnership with developmental reading instruction. Focuses on how the teachers collaborate to create a program for the children. Describes a major component of the program as a recreational reading period in which children collaborate and work independently with literature materials. (MG)

Reports on a study that investigated the changes in roles and activities of reading specialists in an in-class program as compared to the pull-out program they had previously run. (FL)

Suggests that reading programs should be structured to include group work and interaction so that children gain a sense of "I-Thou" community through reading instruction. (JC)