Provides a self-rating scale for reading teachers, based on ten characteristics of effective reading teachers. A discussion of each item is given. (MKM)

The computer has at least eight features that can be advantageous to the reading teacher and the learner: the computer (1) is interactive--the print can change sizes and colors, blink on and off, and roll up or down the screen; (2) is immediate--it can respond or interact far faster than can either the teacher or learner; (3) is impassive--it is a…

Discusses the findings of a general survey of primary schools in Nigeria to discover the practices of teachers teaching English reading. Findings indicate that the reading-while-listening method of teaching reading is not as effective as the combination of the alphabetic, phonic, word, and sentence methods. (SED)

Intended for teachers seeking computer training or persons responsible for such training, this paper presents a list of computer competencies for reading teachers. The first section of the paper lists the beginning level competencies, which require very little computer knowledge and are sufficient for using instructional software in reading…

Designed to differentiate preservice and inservice teachers according to their theoretical orientation to reading, the TORP consists of 28 items reflecting practices and beliefs about reading instruction. The items, which require a Likert-type response, fall into three categories: phonics (smaller than word emphasis), skills (whole words with…

This book for early childhood educators is a practical guide for developing literacy in children between 3 and 7 years of age. Although many aspects of literacy are addressed, such as reading, speaking, listening, and writing, the predominant focus of the book is on reading. The book is not about theory, although theoretical aspects and current…

Examines causes of urban teacher burnout; offers suggestions to secondary urban reading teachers on ways to experiment with methods of evaluation, instruction, and selection of materials, as well as on ways to achieve self-growth and to model for their students continuous effort toward learning. (GT)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

Reports on a study of preferred reading instruction approaches among 121 British reading teachers. Finds that most do not use a single approach, but a blend of approaches determined by individual differences. Maintains that most perceive their role as encouraging students to enjoy reading. (CFR)

Teachers working with at-risk students must instill in their students the motivation and desire to read. At-risk readers do not value reading in the same way their teachers do. Teachers should strive to make the reading experience one that is relevant to the student both at their present reading level and when their ability to read has improved.…

Intended to help reading teachers develop and demonstrate mastery of diagnostic or remediation skills prior to or with application in a real classroom, this handbook provides simulated materials for use within a course or staff development program to supplement lectures, discussions, readings, demonstrations, and films. Following an introduction,…

Three contributors discuss using advertising slogans in writing instruction, setting up a paperback book lending center in an industrial cafeteria, and the effect of reading supervisors' expertise on junior high school students' reading achievement. (AEA)

To learn how basal reading program manuals affect teacher behavior during the time scheduled for reading, classroom observations were made of 16 teachers from first, third, and fifth grade classes. The first grade teachers were observed for a total of 605 minutes; the third grade teachers for 780 minutes; and the fifth grade teachers for 535…

This profile describes "Teaching Reading Comprehension," a series of 14 30-minute video programs designed to expand K-8 reading teachers' understanding of the new view of reading as a constructive process and strategic behavior. Each video features at least one nationally recognized reading researcher and educator presenting the findings of his or…

Argues that effective instruction for children with reading difficulties relies little on accurate diagnosis. Maintains that standardized reading tests can help identify children with reading problems. Asserts that children with reading difficulties would be better served by more instruction and less diagnosis. (CFR)