Reports on a survey of inservice teachers who were teaching reading to hearing impaired students. Indicates that most of the teachers had had few courses in teaching reading and relied heavily on basal series in their teaching. (Author/FL)

The authors describe a model graduate reading program designed for potential reading specialists. The model suggests that teaching educational philosophy, psychology, sociology, and physiology precede the teaching of reading methodology, thereby first developing a theoretical foundation. (KC)

To initiate their study of competency-based teacher education programs, authors investigate the area of desired pupil outcomes. They find significant agreement among college professors, public school teachers, and between these groups concerning the priorities of specified pupil behaviors. (Editor/RK)

Offers a personal view on literature teaching in British schools and takes issue with the view that certain approaches to the teaching of literature can be ruled out a priori. Suggests that in the right hands all kinds of approaches are possible. (MG)

This article reports on information provided by 109 teachers regarding the use of large type and optical devices, discussing teachers' confidence in instructing students to use optical devices, the criteria used to choose reading modes for individual children, and other issues. Cost factors and availability of large-type materials are also…

Presents methods for reading supervisors in their role as instructional leaders, including: modeling instructional strategies and techniques, holding group meetings to discuss concerns and needs, encouraging attendance at reading conferences by paying for expenses, supervisor observation, and teacher self-evaluation. (RS)

Focuses on whether students were aware of any reading difficulties, the consistency of their perceptions with findings obtained from traditional evaluative measures, and the consistency of their perceptions with their parents' and teachers' perceptions of how they might improve. Discusses the implications of these perceptions as a source of…

Discusses current research regarding oral reading errors or miscues to facilitate teacher expertise in decision making within the fast-paced interaction of reading instruction. (MG)

Describes problems with the "person-on-the-street" perspective as it relates to use of basal readers series in the classroom. Investigates why widespread use of the basal series continues to dominate reading instruction. Suggests recommendations for change in reading instruction. (MG)

Shares the author's transition from traditional reading instruction to a whole-language approach. Discusses journal writing and dramatization as two effective teaching strategies. (MG)

Ascertains attitudes toward inclusion of K-12 reading teachers involved in meeting the needs of exceptional students. Finds enthusiasm and positive attitudes toward working collaboratively with special education teachers to meet the needs of all children. (RS)

Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…

Argues that, to provide effective instruction for all students, schools must have reading specialists who can provide expert instruction, assessment, and leadership for the reading program. Discusses the need for reading specialists, what a reading specialist is, and the roles of the reading specialist with regard to instruction, assessment, and…

Presents a position statement of the International Reading Association arguing that all schools (elementary, middle, and high schools) should include a qualified reading specialist as a core member of the educational team. Discusses why reading specialists are needed; what they do; their roles in instruction, assessment, and leadership; and the…

This article challenges reading teachers to use their rich literacy repertoires to make English an accelerated language for English-language learners in their classrooms. The introduction argues that educators must discard a remedial approach for second-language learners and afford more integrated, forward-looking experiences in order to enable…