Investigates how Ritalin, a powerful stimulant drug frequently prescribed for children exhibiting hyperactive behavior, poor attention span, and/or distractibility, is prescribed for children in educational settings, what doses seem appropriate, and what effect Ritalin has on reading achievement. Discusses the implications of Ritalin research for…

Suggests that reading programs should be structured to include group work and interaction so that children gain a sense of "I-Thou" community through reading instruction. (JC)

This guide provides comprehensive instructions for facilitating a ten-hour study circle that explores differing theories of the reading process, the four major components of reading and the implications for teaching, the development of learners' reading profiles, and the Equipped for the Future framework. The guide is based on a review of adult…

Discusses the changing role and responsibilities of reading teachers and reading specialists in helping to plan and implement the Individualized Education Program (IEP) requirement of Public Law 94-142. (MKM)

Provides a research-based description of the distinguishing qualities of excellent classroom reading teachers. Discusses what excellent reading teachers know about reading development, how they assess student progress, what kinds of reading materials they use in their classrooms, how they organize classrooms for instruction, and how they interact…

Key facts are provided about the Northeast Regional Credential program which allows greater transportability of teacher certification across state lines. Tight and exclusionary teacher certification rules are seen as related to the high numbers of teachers leaving the profession. This regional credentialling program is an agreement among seven…

Noting that the proliferation of computers in the schools requires teachers to know the best ways to use them, this book shows how the computer can be used in a reading and language arts curriculum as tool, tutor, and tutee with currently available software. Chapter one defines the reading process in terms of its relationship to background…

Materials from a symposium on teaching practices and reading problems are provided in this report. Following a description of the meeting and a copy of the agenda, the report presents seven symposium papers that discuss the following topics: (1) teacher preparation in reading, (2) reading and the deaf child, (3) teaching reading in social studies,…

Memorable language that delights children, makes them laugh or gasp, or causes them to ponder and wonder is the literature that will begin the process of teaching them to read and write. Literature is meant to connect, not with reason primarily, but with readers' and listeners' imaginations and emotions, and in the case of poetry, with something…

A companion piece to "Improving Students' Abilities To Read and Think: A Source Guide" and to the training manual of the same title, this guide is designed to help middle, junior, and senior high school personnel responsible for reading instruction learn new strategies for improving student comprehension of text and learn new ways to…

Results of a questionnaire survey of 24 reading teachers from selected junior colleges in the State of Mississippi are presented in 22 tables with comments, summary, and conclusion. The 22 data categories are (1) number of male and female reading teachers reporting, (2) age range of reading teachers, (3) number of years of experience in teaching,…

The nearly 40 research studies carried out in New Zealand during the last decade have resulted in some very important ideas. In the area of children and texts, research focused on how children learn from texts, and the resulting data suggest that children can and do teach themselves to read, learning from their mistakes. The complexity of the…

The school librarian and the school reading teacher can and should be working together to provide an atmosphere conducive to the effective use of the school library. To do this, the librarian should learn something about the way children are taught to read and about the problems of the poor reader by consulting the reading teacher for advice on…

Describes the roles of reading professionals in school, focusing on whole-language learning and noting implications of those roles for administrators and teacher educators; lists recommendations for administrators and teacher educators who wish to support the development of whole-language instruction. (SM)

The wealth of information gleaned from reading research both past and present needs to be applied to a practical eclectic reading methodology. First, an emergent instruction model needs to be created that takes into account the immediate interests and needs of the learner. This model should recognize that learning is a transaction, with the…