Stresses the importance of the language role in education in general and in social studies education in particular. Suggests that social studies teachers might improve learning among their students if they accepted the concept that reading skills are within their responsibility and their competence. (DB)

Argues that reading aloud by students is a useful and necessary skill. Discusses the various purposes, types, and amounts of oral reading needed for effective reading instruction in the elementary classroom. (MG)

Argues that an increased federal government emphasis on accountability will have a great impact on reading teachers in the 1990s. Explains the changes brought about by the Hawkins-Stafford Elementary and Secondary Education Improvement Amendments of 1988. Explores the possibilities for responding to a strengthened federal focus on accountability.…

Discusses teachers' intentions and practices, parental involvement in the teaching of reading, and the consequent view many children develop of reading as a low status activity. Suggests that teachers' reliance on commercially produced teaching packages for reading denies the intrinsic value of reading, which they claim to be so important. (MG)

Discusses phenomenological approaches to the study of reading, which utilize students' experience of reading as the fundamental pedagogical focus. Suggests ways in which such a focus could be implemented in "methods" courses in teacher education, drawing comparisons with traditional approaches. (DMM)

Reported on an in-service training course for teachers of French and German. A preliminary questionnaire focused on participants' attitudes to reading in class and the frequency of this activity, on participants' expectations of the training course, and on problems in teaching reading. A second questionnaire focused on participant reaction to the…

Investigates the reading orientation of teachers who instruct students with special needs by using the Theoretical Orientation in Reading Profile. Finds that teachers in the study were not strongly associated with any one theoretical orientation but tended to be eclectic. Finds also that the teachers clustered primarily into two orientations:…

Examines the reading activities of students who have made a commitment to be elementary school teachers. Investigates whether future teachers consider themselves to be active readers, and to what degree they articulate a defined commitment to the development of their personal literacy. Finds profound differences in the literary engagement of…

Reflects on experiences in creating a literature program in partnership with developmental reading instruction. Focuses on how the teachers collaborate to create a program for the children. Describes a major component of the program as a recreational reading period in which children collaborate and work independently with literature materials. (MG)

Discusses Roger Schank's book "Tell Me a Story," noting that understanding stories (their structure, acquisition, and retelling) is at the heart of understanding intelligence. Notes that the best reading teachers adapt their stories--rather than relying on rules--for the guidance they need to work with different students at different times. (SR)

Outlines four ways in which reading and writing are related. Identifies eight actions teachers should take to enhance literary development in their classrooms. Suggests two initiatives that teachers might take to enhance literacy in homes, schools, and communities. (PRA)

Asserts that inservice education for reading teachers needs to be improved. Suggests guidelines for administrators and consultants that focus on meeting the perceived needs of reading teachers while striving to make inservice both relevant and effective. States that administrators should involve teachers directly to ensure that their greatest…

Surveys 55 elementary teachers to determine whether experienced teachers exhibit the same attitudes in book selection for classroom use as those with less experience. Finds that teachers' selection of literature is a complicated, dense-layered activity which involves a multiplicity of factors. Finds an unconscious gender and racial bias in…

Suggests that effective teaching requires understanding of what students know and what they are ready to learn. Claims that the biggest problem faced by the author in coming out of a teacher education program was his belief that he was "done"--what he was missing was many of the frameworks and tools needed to construct his teaching. (RS)

Describes four types of feedback provided to preservice elementary teachers concurrently enrolled in university reading courses and early field experiences. Includes field notes, checklists, anecdotal accounts, and dialog journals. Presents a coaching model that identifies what was done well during the lesson, describes important areas that need…