An account of the Barking Reading Project designed to prepare classroom teachers (instead of reading specialists) to respond to children with severe reading difficulties. The subject of a two-year government research study, the project's findings endorse initiatives that promote classroom teacher ability to make good teaching decisions relating to…

A search of professional literature identifies skill in assessment and the ability to develop a well-structured program implemented with direct, rather than incidental, instruction as the two general areas of competence that influence mastery teaching in reading. (NEC)

Surveys reading teachers, school administrators, and professors of reading to determine the past, present, and future roles of reading resource teachers. (FL)

Argues that if reading instruction is to improve, ideas must flow freely between colleges and school districts, and that this can be facilitated by getting reading journals into the hands of practitioners. (FL)

Describes the development and testing of a model for counseling preservice teachers and for altering basic courses to meet the individual needs of a heterogeneous college student body. (FL)

Poses six unanswered questions in need of research that concern school reading programs. Questions address (1) advisability of a uniform sequential reading series, (2) relative effectiveness of materials, (3) generalists vs. specialists, (4) usefulness of workbooks, (5) permanent assignment of class reading texts, and (6) parental involvement. (TE)

Suggests ways in which reading teachers can help the non-native speaker of English to assimilate new linguistic patterns. (KS)

The reading-focused reform environment of the new millennium is fertile ground for strengthening the link between research and public policy. This compilation of papers by presenters at International Reading Association's Reading Research 2000 Conference offers a compelling case for increased investment in teacher preparation for reading…

Studied the role of elementary and middle school principals (N=71) in reading instruction. Used information from questionnaires to formulate two composite principals (one for larger school districts and one for smaller districts). Descriptions indicated that principals were well prepared to supervise and advise reading teachers. (RC)

Provides a statement one reading-language skills teacher prepared for his colleagues concerning the services he could offer them and listing what he expected in return from both teachers and students. (FL)

Concludes that preservice reading teachers were guided in their choice of reading materials by the view of the reading task they held. (FL)

Reports a survey of nine northern Illinois high schools on provisions for retarded readers. Information is presented on course structures, admission policies, grading, class management, and instructional materials. Conclusions are drawn about criteria for a successful high school remedial reading program. (SJL)

Discusses adult selection of books for children, including reevaluating old favorites and keeping in touch with current children's literature. Includes an annotated list of books of current interest to children and adolescents. (HTH)

To deal with censorship, teachers should prepare a rationale for the books they use, develop support in the community for freedom to read, be prepared to explain how materials are selected, and have a policy ready for handling censorship efforts. (AEA)

Points out the techniques and practices school librarians intuitively use to encourage and enhance reading by children and notes that cooperation between instructors and librarians can do much to improve children's reading skills. (RAA)