Discusses a series of six studies that investigated the performance of 66 reading and learning disabilities specialists and classroom teachers who diagnosed simulated reading or learning disability cases and suggested remediation plans. Results indicate that both commonality and individual agreement among participants was very low. (AEA)

Reviews various computer assisted reading instruction programs and calls for the development of more quality instructional programs. (FL)

Discusses the following issues raised by competency-based education (CBE): (1) defining competency, (2) nonequivalent levels of competency, (3) monitoring student progress, (4) competency testing, (5) grouping for instruction, and (6) the legal implications of competency testing. Presents guidelines to reading teachers considering employment in a…

Examines an instructional research study (by S. W. Pflaum and E. T. Pascarella) according to several criteria for designing educational research and questions whether the information provided by context-stripping research paradigms can be of genuine use in helping teachers understand and create effective conditions for reading to learn. (MKM)

Provides reading program supervisors' evaluations regarding the effectiveness of 22 sets of commercially-prepared reading materials. (FL)

The author reviews past struggles over professional identity issues between speech therapists and learning disabilities (LD) teachers and current problems between reading teachers, occupational therapists, and LD teachers. (CL)

Discusses the results of a survey of state education agencies about the reading course requirements for secondary teacher certification. A table summarizing the results of the survey is included. (MKM)

Explains the use of a parallel scheduling technique for reading instruction to provide varied instruction for different groups of students according to their needs. (MKM)

Provides a comparative analysis of 54 studies (18 literacy; 36 general teacher education) of preservice teacher reflection. Produces descriptive observations that highlight similarities and differences between the two data sets and five interpretive patterns that characterize researchers' conceptualizations and problem solving. Recommends…

Considers three aspects of support offered by principals and reading supervisors to beginning teachers: instructional models, instructional materials, and mentoring. Argues that providing support for beginning teachers (particularly those using literature-based instruction) should not be left to chance but requires conscious effort and planning.…

Shares the author's experiences of how she changed as a teacher throughout her teaching career. Discusses the importance of teachers becoming learners along with their students who question and wonder with inquisitive minds. (MG)

Identifies five teacher-assistance models that rely on formal support systems for classroom teachers as they engage in the teaching of reading. States several characteristics of effective support teachers. (MG)

A description is given of the design, implementation, and outcomes of a combination methods course and field experience for preservice reading teachers. The program involved cooperating teachers in a collaborative manner assisting elementary children with reading problems, and increased both cooperating and student teachers' knowledge of reading…

Invokes an analogy between navigation and literature appreciation, suggesting how books can help students find their way and navigate in the future. Argues that reading teachers need to be enthusiastically familiar with all literary genres so that they can help students see books with an eager and expansive eye. (RS)

Offers four brief stories about teachers and teaching in Africa and the Caribbean. Points out that being interested in reading around the world and, in particular, in Third World countries has helped the author and many other people. (SR)