Schools should be able to teach every child to read, and achieving that goal will require changes in reading instruction at many levels. Six key areas must be addressed: (1) early assessment to identify each child's individual needs and detect problems early; (2) classroom reading instruction that meets the needs of all children; (3) early…

Teacher uses a context clue approach to help early readers and struggling readers to master difficult words. (GB)

Discusses the causes of teacher burnout, specifically as they apply to reading teachers. Offers suggestions for avoiding it. (FL)

Results of study designed to compare diagnostic and prescriptive decisions of 90 reading specialists and teachers about a fourth grader experiencing reading difficulty found the Ss made very similar diagnostic and prescriptive decisions except for establishing the child's instructional reading level. Then reading specialists and LD and Title One…

Reports on a survey of 40 school districts in Texas showing that they needed approximately 3,500 teachers of developmental reading, 130 administrators of reading programs, and 290 clinical personnel in reading. (FL)

Describes a workshop on teaching comprehension that is organized in three parts: (1) instruction in comprehension tasks, (2) demonstration of the relationship of those tasks through exercises in logic, and (3) the classroom application of the tasks in content areas. (FL)

Discusses selected books that had an influence on the author's childhood and career. (JT)

Provides information on the federally sponsored National Diffusion Network and describes how one exemplary reading program was transferred to a school across the continent. (MKM)

Presents a taxonomy of graphs, including lineal, quantitative, spatial, pictorial, hypothetical, and omitted graphs. Provides illustrations of each kind of graph and suggests that reading teachers take the responsibility for teaching graph reading and drawing skills. (MKM)

Describes the use of electronic mail as an integral part of reading education courses, in which students read journal articles related to course content, write their responses on e-mail, and distribute them to the entire class. Notes that e-mail drew students together to form a community of learners who shared and learned from one another. (SR)

Discusses how the reading profession is changing and needs to continue to change with respect to the complexity of learning; teachers taking responsibility for shaping the context in which they work; and the awareness of differences in theories presented by reading professionals. (MG)

The article spotlights the outstanding accomplishments of a remedial reading teacher, whose conviction that children could learn that reading could be fun led her to use storytelling as a jumping-off point for building literacy based on listening, speaking, reading, and writing. (CB)

Reviews three texts (published in 1991 or 1992) dealing with portfolio assessment in the reading and writing classroom. Notes that portfolios are powerful agents of change and need to be approached cautiously. (RS)

Provides 10 tips based on research, observations, experiences, and comments from practitioners which will help teachers get through the first year of implementing a whole language approach. Offers a 15-item list of resource companies and their addresses that might assist teachers and educators who wish to investigate this area further. (MG)

Determines (1) the nature of clinical experiences for reading specialists provided at various educational institutions; (2) perceptions of graduates regarding the value of their experiences; (3) practices used in their current teaching roles; and (4) the degree of congruence between what they experienced and their current practices. Finds that the…