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,…

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…

The author identifies ten common elements of twelve effective reading programs. (MJB)

Discusses study which sought to determine the nature and extent (specifically, the credit, enrollment, faculty involvement, and support for the institution) of reading improvement programs in the larger senior colleges and universities in the United States. (JM)

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)

Because gifted readers have instructional needs that vary greatly from the norm, curriculum planners and teachers should make plans for the gifted that are different from those for other pupils. An instructional program for gifted readers should (1) have a strong content and value emphasis, (2) group students so as to allow the gifted to relate in…

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

Intended for teachers, administrators, school board members, or parents, the standards presented in this booklet may be used both as a guide in constructing a total reading program and as a guide for examining an already existing program. Following an introduction, the ten standards are outlined, then presented in greater detail, along with the…

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)

Describes Project READ:S (Reading Education Accountability Design: Secondary), which is designed to improve the teaching of reading in the content areas. Notes that this project has been approved by the National Diffusion Network for exemplary program status. (FL)

A study examined the skills taught in college reading programs and who teaches them. Questionnaires were returned from 105 colleges and universities across the United States. The data collected were analyzed to show the frequency of response, and the results indicated that (1) reading was taught primarily by persons with master's degrees or…

Studies by the Exemplary Center for Reading Instruction and others reveal that teacher characteristics account for beginning readers' performance more than do program characteristics. To be most successful in acquiring reading skills, pupils need teachers who provide enough time for practice in skills, who can prompt (model, demonstrate) the…

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

Offers a step-by-step procedure for teaching intermediate grade poor readers three important text-based strategies that boost their comprehension of expository prose by stimulating their thinking. (FL)