Describes a center where teachers can meet as a staff to discuss their experiences and conduct in-service meetings. (MKM)

Explains how writing teachers can effectively work with reading teachers by drawing on the knowledge reading teachers have in the areas of reading diagnosis, psychology, and reading development. (MKM)

A study was conducted to examine the differences in reading instruction for good and poor readers. Poor readers were found to have less opportunity to read silently or aloud in the classroom and to read only half as many words as the good readers. (HTH)

Considers causes for stress and burnout in the reading teacher's profession. Suggests ways for reading teachers to reduce stress. Identifies two categories of problems: (1) work overload, excessive paperwork, and repetitive tasks; and (2) isolation from other teaching which leads to loneliness. (KEH)

Discusses how computer technology is being incorporated into the classroom. Notes that because most forms of technology involve reading, the reading teacher's job will be increasingly challenging. (MM)

Integrates Peter Johnson's five dimensions of potential hindrances to the acquisition of reading skills with a multidimensional instructor training model that targets both cognitive and affective domains in assisting the adult learner in learning to read. (SR)

Reviews research on the accuracy with which teachers make judgments about their students' reading achievement. Shows that the average teacher is fairly accurate in this regard, though individual differences among teachers are considerable. (SR)

Reflects on issues raised by the 1997 meeting of the International Reading Association--the current status of classroom teachers and technology's role in future classrooms. Notes the dedication to students exhibited by teachers attending the convention. Suggests that the convention is like the field of reading itself, a sort of "bazaar that…

This essay discusses the author's encounter with PRAXIS II test preparation questions that distort and misrepresent complex reading processes. Three sample test items are presented and discussed.

In response to concerns about boys' academic underachievement as well as the international gender imbalance in our teaching force composition, a call has been made to hire more male teachers and practice "boy-friendly" pedagogy. Our investigation of effects of male reading teachers and use of computer-based books demonstrated their…

Over the past decade in the United States, levelled texts, or "little books" with finely graduated levelling of text difficulty, have regained their status as a literacy staple for beginning readers. Despite their resurgence, questions remain regarding the reliability and quality of these books. In this study, we conducted a detailed…

A study examined how reading teachers' reading habits impacted their teaching practices. Subjects, 625 teachers who attended the Book and Author Luncheon at the 1993 International Reading Association in San Antonio, completed a survey. Teachers represented all 50 states and Canada. Results indicated that: (1) the majority of the teachers viewed…

To develop courses which would emphasize instruction in writing specifically needed to successfully carry out the professional responsibilities of a reading teacher, a study surveyed inservice reading teachers about their writing activities and compared those results with the writing activities required of preservice reading teachers in existing…

This report describes the birth of the Eve Malmquist Institute for Reading (EMIR) and its first year of operation. The report is in two parts. The first part presents the addresses given at the opening ceremony where the speakers gave their views on different aspects of reading and reading development, such as reading for pleasure, reading…

Summarizes the results of "Reading Certification: The Elementary Teacher, English Teacher, and Reading Specialist," a survey of teacher certification requirements in reading. (RB)