Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Argues that inservice programs are important in disseminating information, but do little to help teachers receive feedback about their teaching. Argues that by focusing on the children instead of the teacher and allowing the teacher to be in charge, reading supervisors can form partnerships with teachers based on mutual trust and respect. (RS)

Argues that the professional educator can make a major contribution to the workplace literacy effort by working closely with a content expert for the particular business. Describes a five-step procedure to conduct a "literacy audit": observe employees; collect materials; conduct interviews; assess skills; and develop assessment measures. (RS)

Discusses ways a middle school reading specialist worked with fellow faculty members to promote reading strategies for independent reading in all content areas. (SR)

Although some consider the administrator as primarily a manager of a school's reading program, the dominant view sees him or her as an instructional leader, setting the tone, providing the impetus, and defining the school's philosophy for reading. In this role, the administrator must work cooperatively with teachers. Inadequate background and…

Provides guidelines to help reading professionals in administrative positions develop an awareness of conflict, become sensitive to situations that typically cause conflict, and begin to learn effective management strategies. (ARH)

Presents an annotated checklist that reading specialists can distribute to all teachers describing services that the reading specialist can perform. (MKM)

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Intended for reading specialists who wish to become expert resource persons, this book provides a number of suggestions on how to bring about change in the attitudes of other educators concerning the place of the reading specialist in regular classroom settings. The nine chapters of the book provide the following information: (1) an overview of…

Presents methods for reading supervisors in their role as instructional leaders, including: modeling instructional strategies and techniques, holding group meetings to discuss concerns and needs, encouraging attendance at reading conferences by paying for expenses, supervisor observation, and teacher self-evaluation. (RS)

This handbook includes articles by several authors on topics of interest to reading consultants. Specifically, the 13 chapters deal with the areas of reading readiness, word recognition, phonics, vocabulary development, reading comprehension, content area reading, rate of reading, interests and motivation, remedial corrective reading, evaluation,…

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective…

This guide presents a staff development program on content area reading that high school reading specialists can conduct for teachers of content areas such as history, chemistry, and literature. Section one of the guide offers specific reasons why professional growth is necessary for teachers, why reading education ought to be part of that…

Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that…