This is a practical article for teachers in the primary grades and for other teachers and reading specialists whose students experience difficulty responding automatically to high-frequency words. In this article, we will begin by providing some helpful information about vocabulary and high-frequency words in particular. You will learn why…

Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve…

Offers two scenarios which helped change the author's practice as a reading coordinator and helped her teachers explore personal research questions. (MG)

Describes an instrument, the College Reading Specialist Competency Checklist, that assesses the competencies of reading and study skills specialists. (HOD)

This handbook, prepared by teachers enrolled in the 1992 summer session of Reading 508 at Northeast Louisiana State University (Monroe, Louisiana) under the guidance of Dr. Harry Miller, discusses (in separate sections) reading readiness, word recognition, vocabulary development, and reading comprehension. Each section of the book also presents…

Identifies five teacher-assistance models that rely on formal support systems for classroom teachers as they engage in the teaching of reading. States several characteristics of effective support teachers. (MG)

A reading specialist who worked in a high-poverty urban elementary school that initially did not have an exemplary reading program provides seven lessons that can serve as a guidepost for other reading specialists. Several approaches that led to improved reading achievement of upper elementary school children are described. The seven lessons, when…

Discusses a method to motivate low level students in which a reading specialist attended class regularly as a "student." By questioning the teacher, comparing notes with students, and acting as a role model, the reading specialist helped these students improve their grades, their class behavior, and increase their self-esteem. (GEA)

This handbook contains brief essays concerning aspects of reading and reading skills, activities designed to promote those skills, and biographies of reading specialists. The first section of the handbook discusses reading readiness, word recognition, word analysis, word meaning, comprehension, and content area reading. After discussion of each…

Gloss, or marginal notations in a text, and other similar techniques can be used by reading specialists both as they attempt to develop meaningful content area reading programs and as they review what is already known before attempting to learn new information. For example, several social studies teachers began their gloss activities by…

This resource booklet for reading consultants and supervisors was prepared as a class project during a summer seminar in teacher education. The booklet provides discussions of the essential principles of reading instruction and biographical sketches of reading specialists recognized as experts in the field. The topics discussed include adult basic…

Teacher educators and college level instructors may use a guided procedure for training classroom teachers and reading specialists to diagnose reading disorders utilizing case studies. The procedure involves distributing a detailed case study outline to students, with all important information that should be included in the case report also…

Issued twice yearly, this journal focuses on materials of interest to teachers of reading at the college level. The five articles in this issue deal with the following topics: basic skills instruction, judging the success of college reading programs, the effect of copying or paraphrasing structurally-cued topic sentences on passage comprehension,…

The goals of an intervention study of formal reading instruction were to encourage teachers to incorporate more direct teaching of comprehension, to maintain a more equitable balance between time devoted to word recognition instruction and time devoted to comprehension instruction, to promote independent level reading, and to minimize the amount…

Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…