Examines assumptions (such as "every adult can read to some extent" and "adult students will be well motivated") held by a veteran high school social studies teacher before he began teaching adults how to read. Discusses how some of the assumptions were valid, some invalid, and others partly valid. (RS)

Discusses reasons why teaching difficult vocabulary in a selection may not improve comprehension. Emphasizes the importance of teaching vocabulary that represents ideas or concepts central to the reading selection. (MM)

Discusses the traps which catch speakers of nonstandard dialect when it comes to learning to read. Lists core understandings that teachers of pre- and inservice teachers can promote to make learning a second dialect--written language--an easy and natural cognitive task. (SR)

Defines "balance" as a philosophical perspective about what kinds of reading knowledge children should develop and how those kinds of knowledge can be attained--rather than as one right approach to teaching. Outlines a set of philosophical beliefs and guiding principles for organizing a classroom reading program. Discusses benefits of…

Focuses on the depth of learning that happens when classroom teachers employ text sets for thematic teaching. Investigates how beginning a text set with a nonfiction and a fiction pair might offer a strong contrast that invites readers to read critically and consider alternate perspectives on a given subject. (SG)

Considers several ways to think about the teacher's role in the teaching of reading. Notes that a curriculum built on critical literacy is one that highlights diversity and difference while calling attention to how people are constructed as literate beings. Argues that students should position themselves as social activists who challenge the…

Shares the author's frustrations and some of the complexities involved with constructing a critical literacy curriculum. Explores what might have happened if she had taken up the issues that mattered in her students' lives as text to form the basis for a critical literacy curriculum. (SC)

Presents affective and cognitive factors impacting student reading attitudes for teachers and principals. Delineates specific elements affecting reading attitudes and consequent reading performance. Presents 10 specific suggestions to promote positive reading attitudes. (SG)

Describes some dramatic changes in the author's reading instruction, an example of how reflection leads to action in a reflective learning community. Uses her observations to reflect on the reading processes of her young readers and the materials being used to support them as developing readers. (SG)

Notes the author was a member of the Arizona Reading Achievement Task Force, established by state law to report on how to implement the "phonics law" passed the year before. Presents the minority report, which outlines some principles of achieving reading excellence and which was not included in the Task Force's report. Suggests keeping…

Considers and discusses different ways of teaching phonemic awareness. Suggests that 5 factors should be included to have an adequate background for informed decision making about phonemic awareness instruction. Describes 10 books, guidebooks and activity books with phonemic awareness or phonological awareness in their titles. (SG)

This handbook is the second volume in a publication supported by the National Center for Homeless Education (NCHE) to explore reading instruction for students experiencing high mobility as a result of high poverty. The initial document, "Reading on the Go! Students Who Are Highly Mobile and Reading Instruction," reviewed the characteristics of…

This highly practical guide is grounded in the authors' experience setting up and running a successful professional development program to improve K-3 reading instruction. The book systematically describes how professional development works: how sessions are organized, what they contain, routines and procedures, and the roles of each participant.…

An assessment model is presented that breaks reading down into six discrete skill areas that are both teachable and assessable. The six traits of an effective reader are: (1) decoding conventions; (2) establishing comprehension; (3) realizing content; (4) developing interpretation; (5) integrating for synthesis; and (6) critiquing for evaluation.…

The guidelines in this booklet were designed to assist institutions and individuals concerned with children's books and reading in organizing programs and courses to help teachers stimulate voluntary reading among their students. Topics discussed in the booklet include the need for voluntary reading, the teacher's role in promoting such reading,…