Contributors suggest (1) ways for letting administrators know that teachers can be accountable for attending and participating in professional activities; (2) a schematic poster exercise for illustrating a newspaper index; and (3) titles of books helpful to teachers with limited English-speaking students. (HTH)

Argues that national policy has imposed on American public education four different standards of literacy, each one more demanding than the one preceding it--signature, recitation, comprehension, and application. Suggests, also, that each standard, which had its root cause in the nation's economy and social structure, was initially applied only to…

Presents a rationale for using the Conceptual Framework of Reading Interview and three kinds of information processing models. Offers a copy of the framework. (FL)

Describes the characteristics of effective reading programs and presents implications for the improvement of reading instruction. (HOD)

Reviews scientific and humanistic approaches to education and concludes that reading teachers need to be humanistic in approach with a scientific understanding and indoctrination to research and applied clinical methods. (FL)

Describes a program offered to preservice and inservice reading teachers as an alternative to reading methods classes that was structured to reconcile the demands of critical theorists for change with the actualities of classroom life. (FL)

Concludes that an individualized instruction program using cognitive style provides sufficient additional developmental benefits to college students to merit further study. (FL)

Reports on three studies that investigated the knowledge gained by students, ranging from grade 3 to graduate school level, from exposure to single examples of literary types. Concludes that students of all ages showed evidence of some pick up of rhetorical knowledge, although of limited complexity. Contains materials used in the study. (FL)

Describes a workshop designed to teach elementary school teachers how to incorporate language development activities into their reading instruction, particularly with children who have language-based reading difficulties. (FL)

Suggests different strategies for helping the educationally disadvantaged high school student improve his or her reading, study, writing skills. (FL)

Presents contributors' suggestions concerning (1) creative responses to recreational reading, (2) multisensory approches to spelling, (3) writing assignments for remedial readers, and (4) ways to keep track of students' reading interests. (FL)

Concludes that reading clinics run by colleges offer services to the community as well as for training students in diagnosis and remediation and that their services, fees, and clients vary. (FL)

ACT data suggest that the readiness of the nation's high school students for college-level reading is far too low. But ACT data also show that, while it is important for students to be able to comprehend both explicit and implicit material in texts, as well as to understand how various textual elements (such as main ideas, relationships, or…

Over the years, educational research has provided important insights into how children learn to read. In the last decade, it also has been influential in helping to create new programs, teaching practices, and policies that support the goal of all children reading well by the end of third grade. Yet, while most researchers would agree that early…

Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional…