Describes how Edmund Burke Huey's "The Psychology and Pedagogy of Reading" helped shape and change the author's concepts of reading. (DD)

It is the transformation and fusion of the reader and text into something greater than each alone that makes reading a mysterious, visionary process. (HOD)

Discusses several books that make the point that readers do and should read stories that are judged to be truly different from stories that are made up. Argues that the responsibility of reading teachers is to help young readers become thoughtfully engaged in their suspension of disbelief. (RS)

Muses over and responds to several "letters" regarding top 10 lists for reading teachers, political correctness, best sellers, and Howard Gardner on drill and discipline. (SR)

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

Summarizes data from a survey of people at the 1979 national convention of the International Reading Association to determine what topics, meetings, and formats they attended. (JT)

Provides a survey to test teachers' affective responses to reading research. (MKM)

Presents a humorous treatment of trends in the literacy business: blaming somebody else and tackling complex problems as if they were easy. (SR)

Argues that reading teachers ought to pay as much attention to what students read as to how they read. Illustrates the state of children's publishing with the heavily revised and simplified Hardy Boys series and with sloppy books about dinosaurs. (RS)

Discusses comments about and responses to an article on semiotics by Donald J. Cunningham in the June 1992 issue of the "Educational Psychology Review." Discusses the semiotic method of juxtaposition, juxtaposing a menace being posed to reading teachers with the menace experienced in W. W. Jacobs' classic ghost story "The Monkey's Paw." (SR)

Suggests guidelines for hiring reading teachers. Identifies four qualities to look for in prospective reading teachers: knowledge base; interpersonal skills and attitudes; teaching ability; and organization and management skills. (RS)

Presents the International Reading Association Code of Ethics, which sets forth four ethical standards for professional relationships and five ethical standards for reading services. (MKM)

Argues that building communication bridges with strength and understanding, clear of barriers, is the foundation for success as a reading supervisor. Also argues that keeping the lines of communication open--and sending clear messages--will enhance the reading supervisor's role and add credibility to that position. (RS)

Argues that limiting reading specialists to providing diagnosis and remedial instruction is not making full use of their knowledge and training. Asserts that reading specialists should take the lead in enhancing reading instruction by meeting with classroom teachers, doing demonstration teaching, providing inservice lessons, and suggesting…

Elucidates five guidelines to be considered by administrators and teachers as they cooperatively attempt to hire qualified reading professionals. Includes a checklist for the recruitment of qualified reading professionals. (SR)