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,…

There is now compelling evidence that children's early vocabulary development is essential to their long-term reading comprehension. Findings from experimental studies have indicated that vocabulary knowledge influences the development of conceptual knowledge and comprehension, suggesting a causal relationship among these fundamental language…

For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…

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)

Describes the program of the University of South Carolina's college of general studies development center, which was created in order to improve student reading skills. (FL)

Examines the progress libraries have made in establishing literacy programs and looks at the efforts of several specific library systems. (FL)

Describes an early intervention reading program in Gentofte, Denmark, that is designed to maintain rather than remediate reading skills. (FL)

Describes a program used in three Texas schools in which kindergarten children spend a part of each day writing. (FL)

Reviews one school district's process for helping kindergarten teachers integrate formal reading instruction into their classrooms. (FL)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Describes the development and implementation of an inservice program in reading instruction for practicing secondary school teachers. (HOD)

Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Reports on a project in which parents were involved in the teaching of reading to children who had been variously identified as remedial, dyslexic, or backward. Concludes that the project was successful. (DF)