Suggests that every reading teacher should be an oral interpreter of literature, and describes ways in which to make a work of children's literature come alive for students. (JM)

Examines Georgia's Reading Specialist Test and its correspondence with the content emphasized in graduate level reading courses in schools in that state. (FL)

Reports findings of educational audit of reading personnel in a large suburban school district to determine their effectiveness in the various roles they perform. (FL)

Discusses the role of the reading specialist acting as a clinical supervisor of reading teachers. Provides a format for conferences between specialist and classroom teacher. (AEA)

Decries the fact that membership in professional reading associations and attendance at meetings and conferences are not considered important enough to be included in the teacher evaluation process. Cites a study showing this to be true, and sets forth guidelines to help change the situation. (FL)

This guide is designed as a companion document to the Reading Instructional Intervention Supplements, Grades 4-8, to provide the reading teacher options for including technology in instructional practices. Instructional intervention strategies for each grade level are listed and paired with resources such as student activities, suggested software,…

Inadequate self-concepts develop due to being a poor and insecure reader. Any company invests time and money wisely if it provides individuals opportunities to develop needed reading skills at the workplace. There are selected prerequisites for reading instructors to stress when teaching at the workplace: (1) the instructor needs to have basic…

This reading autobiography is by the developer of the well known Fry Readability Formula, and it enumerates the highlights of his varied career in education, from 1949, the year he graduated from college until the present time. The autobiography charts his beginnings as a teacher in public school (the custodian made more money than he did), his…

Suggests that the emphasis on basic reading research in the decade of the 1970s has devalued the importance of reading instruction research and has ignored the needs of the reading educator. (AEA)

Argues that, apart from the students themselves, clinicians and parents are the most important elements in determining the success or failure of the reading clinic. Discusses the unique strengths of each group. (FL)

Urges reading teachers to think of themselves as publicists as well as educators and suggests several public relations efforts that teachers can undertake. (AEA)

Explores innovations that will make possible expanded roles for reading educators, presents ways reading professionals might enhance their chances of gaining alternative employment, and cites six areas in which employment opportunities are growing. (FL)

Surveys reading teachers to determine their opinions of reading courses they had taken at the undergraduate level. Reports that "how to plan a reading lesson" was the most helpful topic covered in such courses and that the topic most needed to be covered is "how to organize and manage reading instruction." (FL)

Concludes that a reading methods course can effect positive changes in the attitudes of prospective elementary school reading teachers. Among the changes noted are a heightened concern for individualized assessment and instruction, skill development, and motivation for reading. (FL)

Describes a study that investigated the impact of special education legislation on remedial reading programs in Massachusetts. Concludes that personnel use in these programs was influenced by each superintendent's beliefs about eligibility of a program for state funding. Offers suggestions to remedy this situation. (FL)