Discusses the six steps of the PQ4R study method: preview, question, read, reflect, recite, and review, and argues that the support of the building administrator is a major factor affecting the transfer of the method on a large-scale basis. (FL)

Examines the role of the administrator in developing and sustaining an effective reading program. (RB)

Annotates 10 recent doctoral dissertations dealing with school administrators' leadership role in the reading program. (FL)

Hiring qualified reading professionals is a complex process involving a variety of considerations. Organizing a language arts advisory committee, determining the faculty's perceptions, interviewing and observing the best candidates, and working toward retaining the new appointees are feasible considerations of the selection process. Probably, the…

Provides references for administrators, supervisors, consultants, and others concerned with positive leadership of school reading programs. (MKM)

Annotates 21 sources of information about the role of effective administrative leadership in the school reading program. (FL)

This paper discusses the misuse of power among boards of education, central office and building administrators, teachers, and the media. It describes several cases: members of a board of education who hired a family member; an assistant superintendent who, out of jealousy, organized a smear campaign against a new principal; a high school principal…

Discusses guidelines for building principals interested in successful reading leadership: keeping up-to-date with professional literature; working cooperatively with the faculty; encouraging different approaches to learning and assessment; supporting lifetime literacy efforts; and motivating genuine home-school connections. (SR)

School administrators should realize that independent reading is an important and integral part of the language arts program, that it takes into consideration important skills and strategies, and that it requires risk-taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase…

Administrators should realize that whole language is a multidimensional belief system, that everyone involved in its implementation must become a learner, and that this process requires risk taking in a supportive environment. Principals can provide such support by working cooperatively with teachers during every phase of implementation. The…

Building principals who demonstrate positive language arts leadership can have a major impact on children's literacy learning. Even extremely busy administrators can find time to read educational newspapers and newsletters, which provide pertinent information about forthcoming workshops and conferences, professional and instructional resources,…

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Maintains that one of the most important contributions a principal can make to remedial and at-risk students is to support independent reading. Discusses curricular congruence and the use of sustained silent reading, paired repeated reading, maintenance of reading levels, reading recovery, and paired reading for prevention as well as remediation.…

Suggests ways in which teachers, supervisors, and administrators can cooperatively support literature-based practices across the curriculum. Discusses a positive professional attitude, workshop structure, improving student attitudes, thematic units, team teaching, and assessing success. (SR)