Students derive more benefits from attending developmental reading courses that are an integral part of the academic curricula (Maxwell, 1997). Colleges that pair their developmental reading courses with content courses achieve the objective of integrating the developmental courses into the academic curricula. This article describes the model and…

A gap exists between talk about teaching that is featured in most preservice teacher education and the working knowledge and problem-solving expertise that characterize skilled teaching. This gap exists because typical teacher training does not embody the principles of modeling, coaching, scaffolding, articulation, and reflection. Three methods…

Intended primarily to serve as a catalyst for further discussion, this report presents recommendations for the development of graduate level emphases in adult reading/literacy and postsecondary reading/learning (initially at the doctoral level and later at the master's level) that function within the mission of the graduate program offered by the…

A study examined the extent to which third and fourth grade classroom teachers utilized commonly recommended practices for the use of children's literature. A 39 item questionnaire was constructed and then mailed to 600 third and fourth grade classroom teachers in eight urban and suburban public school districts in Southern California and…

This report on an experimental project in distance education via the ANIK-B satellite, which was undertaken by the University of Victoria in 1979-80, highlights in detail those aspects that could serve as components of a model for a similar effort, and incorporates the pertinent data obtained during a formal evaluation of the project. The report…

A study was conducted to determine whether there is a typical instructional sequence used to teach reading in third and fourth grade classrooms, to what extent the core text-related sequence (a child-related introduction of the text, followed by reading, and then discussion and interpretation of text content) is used, and if it is not used, what…

The literature of recent years reveals a surge in efforts to upgrade inservice programs. Basic to the more promising practices has been the recognition that staff development activities based on identified needs are much more likely to be effective than are prepackaged presentations aimed toward a general audience. The few studies analyzing the…

Teacher educators and college level instructors may use a guided procedure for training classroom teachers and reading specialists to diagnose reading disorders utilizing case studies. The procedure involves distributing a detailed case study outline to students, with all important information that should be included in the case report also…

Secondary school students can be taught the skills of precise and complex composition by providing analysis of sentence types. While in the process of learning the formation of complex sentences, students should be given the opportunity to read more complex sentences as well. Christensen's study of modifier types (whether initial, medial, or…

This book is designed to be a bridge between teachers and research in such topics as the cloze procedure, readability formulas, miscue analysis, reading strategies, informal reading inventories, and concepts and reading in the content areas. "Children's Behavior While Reading" by H. Robinson serves as a bridge between Huey's early…

The back-to-basics movement cannot realize its full potential until the characteristics of the effective teacher are identified. Future research should identify these characteristics through comparisons of students' actual reading growth with their expected reading growth and should focus on the variables of the instructional process employed by…

Determined that given an accepting environment is provided by the teacher, children will feel safe enough to express their thoughts about and reactions to what they are reading by interrupting their own reading and talking to their teacher. (SRT)

Presents data on the content and hours of instruction allocated for preparing Australian secondary school teachers to teach reading. Compares data collected in 1986 with similar data from 1976, noting the trend toward more hours in reading education, and a lack of consensus about the content of required reading courses. (MM)

Investigates the degree to which instruction in teachers' manuals relates to the stories in basal readers. Finds that the instruction in teachers' manuals relates to children's stories less than 33% of the time. (SKC)

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)