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An Interview with Janet W. Lerner: Observations on a Career and the Evolving Field of Learning Disabilities
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Giacobbe, Alice C. – Intervention in School and Clinic, 2012
This article presents an interview with Janet W. Lerner, professor emerita of special education at Northeastern Illinois University in Chicago, Illinois. Dr. Lerner also serves as an adjunct professor in the Professional Assistant Center for Education (PACE) for Young Adults with Multiple Learning Disabilities at National Louis University and as…
Descriptors: Learning Disabilities, Special Education, Elementary Education, Teaching Methods
The Balkanization of the High School Reading Specialist: Searching for an Identity
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Stevens, Nancy L. – ProQuest LLC, 2010
There is a lack of research on how Wisconsin's high schools are addressing the literacy needs of their students. State Statute 118.015 requires a district reading specialist, but there has been very little research done on compliance; therefore, the first phase of the study was to collect and analyze both demographic and descriptive data via a…
Descriptors: Grounded Theory, High Schools, Reading Consultants, Specialists
Crossing Boundaries and Initiating Conversations about RTI: Understanding and Applying Differentiated Classroom Instruction
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Walker-Dalhouse, Doris; Risko, Victoria J. – Reading Teacher, 2009
The department editors, joined by classroom teachers from Wisconsin and reading specialists from Tennessee, examine across geographical and school boundaries the current practices of teachers who are initiating Response to Intervention (RTI) instruction. They address three goals of RTI that focus on providing systematic instruction of student…
Descriptors: Student Needs, Speech Communication, Student Evaluation, Reading Consultants
Assessing Comprehension: A Classroom-Based Process
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Fiene, Judy; McMahon, Susan – Reading Teacher, 2007
Standardized tests are increasingly used to determine students' growth in reading comprehension. In some U.S. school districts, the No Child Left Behind Act of 2001 has led to a focus on multiple-choice questions to better prepare students for these types of tests. Even though such questions can provide some important information, they do not…
Descriptors: Reading Instruction, Federal Legislation, Specialists, Standardized Tests
Reading Program Legislation in Wisconsin
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Vance, Doug; Quealy, Roger – Journal of Reading, 1978
In Wisconsin, the state reading association played an active role in a legislative effort to get reading teachers into schools to develop coordinated, comprehensive developmental reading programs. (MKM)
Descriptors: Developmental Reading, Educational Legislation, Elementary Secondary Education, Legislation
Advisement to Wisconsin School Districts in Developing K-12 Reading Programs Pursuant to Sec. 118.015 Wis. Stats.
Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services. – 1979
Intended for use by local school districts to facilitate the implementation of kindergarten through grade 12 developmental reading programs for all students in Wisconsin, this booklet explains the legislation that mandates such programs. Divided into four parts, the booklet discusses the purpose and intent of a developmental reading program,…
Descriptors: Board of Education Role, Developmental Programs, Elementary Secondary Education, Program Implementation
The Wisconsin State Reading Association Studies Chapter 29 and Reading in the State.
McKeag, Robert – 1980
In response to concerns about the adequacy of the preparation provided for reading specialists in light of the duties spelled out for them in a 1977 Wisconsin statute, a study was undertaken to obtain perceptions of the responsibilities of reading professionals from Wisconsin school administrators and reading specialists. A total of 253…
Descriptors: Administrator Attitudes, Elementary Secondary Education, Job Skills, Reading Consultants