Points out that reading professionals are often encouraged and expected to write for publication and proposes a graduate level course that would improve the writing skills of such people. (FL)

Examines a professional journal's treatment of the relationship between elementary teachers and commercial reading materials. Findings are divided into 10-year increments from 1924 to the present. (HTH)

Reports that the cooperation of the classroom teacher and the remedial reading teacher leads to more individualized instruction and better parent/teacher relationships in Finland. (FL)

Discusses the problems of teaching critical reading and the lack of progress toward the solutions to the problems. Suggests a definition of critical reading and methodologies for its teaching. Presents a classroom observation checklist to evaluate students' critical reading processes. (MG)

Transcribes an interview with Ira E. Aaron, who discusses how he moved from journalism to reading education, the changes he would like to make in doctoral programs in reading, the preparation of reading teachers, the importance of children's literature, and the misplaced emphasis on research and publication over teaching. (RS)

The findings of a 10-year follow-up study into the preservice preparation of Australian primary teachers to teach reading are presented. Data are provided on the number of hours allocated to studies which are directly concerned with the teaching of reading. (Author/MLW)

Investigates the relationships among teachers' stated theoretical orientation to reading and several psychological measures. States that teacher educators need to be creative and intentional to reach all varieties of learners. Cautions that no single methodology should ever be mandated by administrators. (MG)

Encourages reading teachers to create their own instructional software, using recent advances in authoring systems which have made teacher-constructed microcomputer lessons instructionally viable. (MG)

Examines direction, durability, and dynamics of affected shifts in teachers' theoretical orientation to reading after a two-day whole-language workshop. Finds that teachers moved away from initial beliefs as to how reading should be taught and retained this distance but did not move with consistency toward an alternative orientation. (RS)

Describes the chief characteristics of the Success for All program and reports some results of its effects on beginning readers and writers. Concludes that reading failure is fundamentally preventable for nearly all children, regardless of home background. (MG)

Offers 10 basic guidelines that might help reading teachers who use basal readers to make more effective instructional decisions about what to teach. (MG)

Examines whether a difference exists between parental and teachers' attitudes and expectations toward Black, disadvantaged children and a child's success or nonsuccess in reading. Finds that students who perceived negative attitudes and expectations were more likely to be unsuccessful readers. (MG)

Examines closely the processes, both theoretical and enacted, a teacher undergoes when making changes in methods of reading instruction. Chronicles, using a qualitative-research case study, a teacher who after 19 years of teaching strictly by the basal began changing toward a balanced literature approach. Includes a model of transition…

Examines one teacher's learning and implementing instructional conversations. Finds that students gave longer responses, initiated conversation, and participated in responsive conversation in which they contributed to, challenged, and extended each others' statements. Discusses implications for teachers' professional development. (SC)

Describes how reading specialists could function as collaborative consultants, spending the preponderance of their time working with other adults to meet the needs of students. Discusses curriculum development, instructional problem solving, assessment, and parent liaison. (SR)