Recommends that effective reading instruction be evaluated by comparing actual and expected reading growth, identifying effective teaching techniques, using research methodology that creates better understanding rather than design sophistication, and considering both the cognitive and affective dimensions of reading instruction. (RL)

Suggests that a collaborative relationship between a clinical supervisor and a reading teacher can improve the teacher's effectiveness through a preobservation conference and identification of problems, classroom observation, and a post-observation conference. (JC)

Addresses both reading researchers and reading teachers, urging them to cooperate in relating research to classroom practice. (HOD)

Outlines three beliefs of theoretical orientations about teaching reading: the teacher's, the child's, and the material's. Shows how these beliefs develop and interrelate. (EL)

Relates that students taking required courses in teaching content reading at the secondary school level were largely satisfied with the course content and felt the courses would help them in their teaching. (HOD)

Advocates the point of view that teachers should take the responsibility of maintaining personal professional libraries and discussing theory in order to increase their effectiveness. (DF)

Discusses the job-related factors that may make remedial reading teachers more susceptible to professional exhaustion. Lists ways in which supervisors can help teachers cope with burnout. (HTH)

Compares the rankings made by reading consultants and reading teachers of eight dimensions of reading attitudes. Finds significant differences in the rankings of the two groups on only three of the attitudinal dimensions. (FL)

Argues that reading teachers have a prominent part to play in promoting scientific literacy, and that specialists in reading are vital as colleagues of content area teachers, leaders in curriculum development and agents of change in educational legislation. (FL)

Psycholinguists feel that the reading process and reading instruction should be reviewed in light of language and learning theories. (JH)

In 1999 the Texas Legislature provided for the creation of the Master Reading Teacher (MRT) Certificate to address several issues. MRTs primary duties are to: serve as reading teachers; consult with and mentor other teachers; and provide research-based information and training. In September 2001 the Texas Education Agency asked Dr. Jan Hasbrouck…

Volunteer tutors can make a difference in the reading skills and the lives of young children. This comprehensive tutorial manual has been developed from the Book Buddies Program of Charlottesville, Virginia, the first large-scale model to mobilize hundreds of community volunteers in an alternative of one-on-one intervention for children at risk…

This book presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention. Identified are models for effective collaboration among speech-language…

This study examined the role of a reading specialist, hypothesizing that teachers of grades K-4 in an urban school district do not know nor understand the role of the reading specialist and would not take advantage of suggestions and strategies given them by the specialist. A survey was given to the teachers to see if they understood the reading…

This paper suggests that developmental reading teachers could benefit from a little laughter or a little humor in their courses, since they teach subject matter no one wants to hear or read about to students who resent being placed in the classes, and they must do this well enough so that their students will pass a test they have already failed…