This monograph describes and analyzes the particular processes and structures that the New York City Writing Project (NYCWP) directors and on-site teacher-consultants have developed that enable them to support and learn from each other and to reflect critically upon the work they do with teachers, students, and administrators. Over time the…

Describes how one reading consultant allocated time to meet the major responsibilities outlined in a job description. (RB)

Suggests standards for hiring reading specialists. (MKM)

Reports an interview between the instructor in a university undergraduate reading methods course and the reading supervisor for a public school. The interview suggests that collaboration between colleges and public schools can strengthen preservice teacher education by helping students bridge the gap between preparation and practice. (FL)

Cites needs of reading and language arts professionals that can be met with the help of a computer and describes "The Storage and Retrieval of Bibliographic References." (FL)

Reports on a survey in which people who responded as reading specialists actually performed many different jobs. (MKM)

Reviews some models of the reading consultant's role and of the way change occurs and suggests that reading consultants function as clinicians and as consultant/trainers as they work to bring about change in a school district. (TJ)

Gives a list of guidelines for reading specialists to use in evaluating content area textbooks. (MKM)

Discusses the role of reading specialists in remediating reading difficulties in mainstreamed classrooms. Describes meeting students' needs, planning, and assessment in a mainstreaming with consultation model which seems to be effective. (SR)

Over the months of a graduate course in literacy education, the authors engaged in many conversations about their leadership roles in the district in which they both work. Their schools are actively engaged in school improvement with a focus on enhancing student achievement. The district and the provincial Department of Education have given…

In this article, we explore how members of a teacher conversation group, focused on primary students' learning, circulated and instantiated a cultural model of what teaching for literacy meant and how young children learned. We show how, over time, particular discourses around literacy as a quantifiable and measurable skill populated teachers',…

Elizabeth G. Sturtevant, a professor of education at George Mason University, holds a 33-year record of college-level teaching, scholarship, and service that centers on adolescent literacy. Her research helps clarify the pressures that affect teachers' literacy instruction, the role of secondary school literacy coaches, and adolescent…

This article outlines five critical issues for teacher educators and literacy specialists in New York State. Intended to raise issues and share recent policy decisions, the article provides background and conversations about current policy. Readers are encouraged to make decisions about how to participate in the current conversations across the…

This paper discusses the shift from a clinic model to a community model for the practicum experience for literacy education graduate students. The traditional program for the remediation of struggling readers followed a deficit model. Therefore, the reading specialist would pull out the child from regular classroom instruction to isolate a reading…