This article on what principals should know about reading addresses the issue of how to prepare students to become competent lifelong readers. It lays the foundation for bringing about high gains in reading motivation and achievement, and presents five basic premises and sets of recommendations for each premise. The premises are: (1) children…

Offers principals some practical ideas to help youngsters become competent, motivated readers. Principals can spend spare moments reading favorite books to students and encourage others to do likewise, help form book clubs, provide cozy reading areas and high-interest materials, help nonfluent readers practice their skills, and ask good readers…

American students don't read because they associate reading with pain. Successful reading styles programs identify students' reading styles, use reading methods and materials matching reading style strengths, demonstrate high achievement expectations and respect for learning style differences, use reading materials reflecting student's interests,…

Studies suggest that primary children are teacher-motivated, prefer structure, movement, and intake while reading, and use tactual and kinesthetic senses to learn to read. Older students are less teacher-motivated, need less movement, intake, and structure, and more choice of materials, and use visual and auditory senses to learn. (Author/JM)

Although learning to read well is essential for future success, many children are neither proficient nor avid readers. There is no single "right" approach to reading instruction; teachers should abandon the phonics/whole-language debate and adapt strategies to children's preferred reading styles. Principals should model reading behavior…