This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…

The International Reading Association (2003) has recently established new guidelines for graduate students enrolled in reading and literacy programs. These guidelines require graduate students to maintain direct contact with students during their coursework for advanced degrees. Field experiences support best practices in bridging the gap between…

Following a nationwide trend, reading scores at Homewood-Flossmoor Community High School in suburban Chicago began dropping with the entrance of the new millennium. However, through its newly created Reading Department, Homewood-Flossmoor Community High School is providing comprehensive, direct reading instruction throughout grade and skill…

This monograph describes and analyzes the particular processes and structures that the New York City Writing Project (NYCWP) directors and on-site teacher-consultants have developed that enable them to support and learn from each other and to reflect critically upon the work they do with teachers, students, and administrators. Over time the…

This article reports on the results of a survey examining the perceptions of university faculty regarding the importance of graduate programs preparing reading specialists for a leadership role. The results of the survey indicate that slightly more that half of the programs require a leadership course and less than half of the reading specialist…

Clarifies the resource role of the reading consultant in providing inservice programs which are functional, timely, and interesting and in assisting teachers in everyday class settings through demonstration lessons, visits, and informal encounters. (MD)

Discusses the uses of surveys, notes the types of survey instruments available, and provides examples of survey instruments to assess teacher competencies and student reading behavior. Suggests that surveys are especially useful for providing information for two sections of grant applications: the needs assessment and comprehensive planning…

THE READING COMMITTEE SHOULD GUIDE THE TOTAL READING PROGRAM. THE READING CONSULTANT FUNCTIONS WITHIN THE FRAMEWORK ESTABLISHED BY THE READING COMMITTEE. THE COMMITTEE SHOULD PROVIDE THE CONSULTANT WITH THE FOLLOWING INFORMATION ABOUT THE STATUS OF READING IN THE DISTRICT--DISTRICT TEST RESULTS, TEACHERS' BACKGROUNDS, INDIVIDUAL STUDENT RECORDS,…

The management of a reading program should be based on objectives rather than on tasks. There are eight functions that apply to successful management: planning, organization, staffing, direction, control, innovation, representation, and communication. The R3C concept (reading coordinator, reading committee, reading center) is helpful to delegate…

Describes staff development and program development possibilities for secondary remedial reading programs. (MKM)

Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (FL)

Examines issues related to organizing the teaching of reading in secondary schools, such as the lack of liaison between elementary and secondary schools and the confinement of reading instruction to only English or remedial classes. Suggests that secondary school faculty cooperate in using all available resources to produce literate adults. (AEA)

Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Intended for reading specialists who wish to become expert resource persons, this book provides a number of suggestions on how to bring about change in the attitudes of other educators concerning the place of the reading specialist in regular classroom settings. The nine chapters of the book provide the following information: (1) an overview of…

This report explains the role of reading/language arts resource specialists, contains tips for setting up a resource specialist program, and presents data--and discussions of this data--collected in a field testing of a staff development project conducted by the Florida Right to Read effort during the 1973-74 school year. The latter half of the…