Constance McCullogh, a former president of the International Reading Association who was rendered illiterate by a brain hemorrhage, describes difficulties she faced in learning to read again, and compares her problems to those faced by beginning readers. Advice to reading teachers is included. (PP)

For reading specialists to play a decisive role in improving reading comprehension of young people, they must get into the classrooms. To gain this entry, they should behave in a way that acknowledges the classroom teacher's attitudes and perceptions about reading and that eliminates those practices that seem to offend teachers. (Author/SJL)

Examines causes of urban teacher burnout; offers suggestions to secondary urban reading teachers on ways to experiment with methods of evaluation, instruction, and selection of materials, as well as on ways to achieve self-growth and to model for their students continuous effort toward learning. (GT)

Characterizes middle school teachers' discussions of assigned readings from a variety of content area materials. Finds that the teachers' purpose appeared to influence the type of discussion they conducted and that their actual discussions seldom resembled their articulated abstract definitions of a good discussion. (KEH)

Evaluates two approaches to conveying new ideas about teaching reading to beginning teachers: (1) a traditional approach where an instructor prescribes reading techniques by modeling examples, and (2) an approach in which the instructor and student teacher collaborate to create individual variations beyond the examples provided. (MM)

The use by 31 reading specialists, compensatory education teachers, and secondary reading teachers of Angoff and Nedelsky methods for setting cutting scores for a high-school graduation test in reading comprehension was studied. The Angoff method provides a wider variety of information and yields estimates closer to actual p values. (TJH)

Describes the kinds of response teachers make as they interact with children during reading. Suggests a progression of teacher responses that will eventually result in independence. Focuses on strategic scaffolding because children's independent use of strategies is a critical educational objective, especially for children who experience…

In this personal narrative, the author describes "READ 180," a framework designed to teach struggling readers. The READ 180 program is premised on surface-level skills. Students answer comprehension questions and spell words with a keyboard and a computer screen rather than a booklet, pencil, and paper. Describing her experience with one…

This article poses an alternative to traditional teacher education methods of preparing reading specialists in university programs focused solely on outcomes. An equally important issue to explore is that of process and how candidates are prepared. Studying outputs with limited attention to process factors leaves teacher educators with incomplete…

Asking questions is a powerful way for students to learn. They use questions as a "pathway to wandering and wondering" and as a tool to turn confusing curriculum into meaningful learning. In this way, "student generated questions may lead to more demanding study, particularly when the prescribed curriculum is too often preoccupied with answers to…

Noting that reading instruction for young adolescents in Indiana's middle grades schools has been virtually eliminated, this booklet describes how important reading is in the middle grades and why it continues to deserve attention beyond the elementary years. The booklet proposes a series of actions that educators--teachers, administrators, school…

This handbook presents brief descriptions of various aspects of reading instruction and related lesson plans and class activities. Sections of the handbook discuss readiness, word recognition, developing vocabulary skills, reading in the content area, and reading comprehension. The handbook also offers brief biographies on Emmett Betts, Guy Bond,…

Noting that reading specialists are transforming themselves from remedial reading tutors into schoolwide resource specialists, this guidebook recognizes the need to deal with both process and content within this challenging role. Chapters in the book are: (1) Getting Started; (2) Developing the School Program from September to June: (3) Developing…

An annotated listing of literacy materials from Saskatchewan includes items for use by new readers, tutors, and instructors. The annotations summarize the content and give the reading level of materials suitable for new readers. The bibliography consists of two sections. One covers Saskatchewan-produced titles and includes availability…

Traditional reading placement tests, determining the level at which students can read without teacher mediation, frequently lead to student underplacement. Diagnostic teaching practices, however, can be used to determine students' emergent reading level, the reading level that can be achieved through instruction. After preteaching part of a…