Blending profiles of highly successful literacy teachers and practical, theoretically sound guidelines, this book argues for schools at all levels to provide opportunities for teachers to refresh themselves professionally and personally. The eight teachers profiled in the book employed a range of approaches for staying alive and creative in the…

Details the findings of a survey of 301 first- through sixth-grade teachers to determine the topics they preferred for inservice training in reading. (DD)

Argues that music can be a tool for enhancing reading instruction and that teachers of music and of reading should begin to work together to meet the needs of their students. (FL)

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)

Presents ERIC documents that provide information about the competencies needed to become a successful reading specialist and about the manner in which those competencies might be gained. (FL)

Preservice teacher education can be influential in the development of effective reading teachers. This article discusses the knowledge bases for teaching in general and for reading instruction in particular. Factors that influence the application of this knowledge are discussed. (IAH)

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)

Presents samples of a study of the actual and desired roles of Pennsylvania reading supervisors. (RS)

Describes the necessary components for promoting change in educational systems. Highlights several successful teacher-initiated programs and offers suggestions for classroom reading professionals who are interested in promoting change. (MG)

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

Argues that it is only with a sense of what literacy as a historic and culture-specific technology has achieved that educators can begin to realize the possibilities for reshaping students' literacies as social practices. (MG)

Explores the use of a diary as a tool to mediate the strategic reading instruction of classroom teachers. Finds that a diary may be an important mediational tool in helping reading teachers to access knowledge acquired during inservice education and regulating their instructional activity. (RS)