Reviews literature concerning bibliotherapy and concludes that it can be of value to a child's overall emotional development and may help in breaking emotional barriers to learning. Discusses the role of the reading teacher in the bibliotherapeutic process. (FL)

The literacy-themed poems in this anthology--reprinted from the premier journal for literacy educators, "The Reading Teacher"--give teachers, literacy coaches, and parents a new way to enhance literacy learning. Use this book to: (1) Integrate poetry into classroom lessons to develop students' lifelong love of reading and writing; (2) Motivate…

Reports that research in the field of teacher effectiveness is difficult because so many areas associated with it have not been analyzed. (FL)

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

Discusses some recent trends in teacher certification and professional development and the impact they have had on literacy instruction in schools. Argues for a multifaceted approach to meet the demand for high-quality teachers. Discusses alternative pathways to licensure. (SG)

Presents a 50-year-old article by Arthur Gates who was a prominent reading educator of the last century. Notes that he had a profound effect on many aspects of classroom literacy instruction. Speaks to all teachers about what is really important in the teaching of reading. Considers what is involved and what is essential in teaching reading.…

Presents 50 short reading activities designed to occupy students during transition periods between activities or classes. Lists 35 activities which are quiet and individual, and 15 which can be done in small or large groups. (RS)

Determines, for reading specialists in general and for reading specialists in the federally funded Chapter 1 program specifically, (1) their professional training; (2) their actual responses as compared to their perceived "ideal" responsibilities; and (3) their topic preferences for in-service education offerings. (RS)

Shares how one first year teacher learned an important lesson about what to expect from students of low ability levels. Discusses how students in the "low" reading group succeeded in reading and understanding the reading materials of the "high" group that they had mistakenly been given. (MG)

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)

Answers the five following common objections to the whole language approach: Haven't we tried this all before? What will happen to the child if some teachers use whole language and others don't? Where does the teacher find the time to do all this? Where's the proof that it works? and And what about the future? (PRA)

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)

Proposes extending the training of reading teachers to include sociological aspects. Describes three traits that training programs for reading educators could foster: ecological thinking; cultural responsiveness; and communicative competence. Suggests changes which would align the training of reading teachers with these sociological…