Despite evidence that youths' literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding classroom storylines from the perspectives of teachers and schools. The purpose of this case study was to examine how one youth, Leo, shaped the storyline of his…

Today we are living in the era of information and communication technology where a child starts playing on a touch-screen before he learns to crawl. The power of technology has captured the minds of the generation and this influence could be seen in the field of education too. The technology for teaching students in this competitive scenario is…

Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…

Describes the process by which an individualized instruction reading test program was developed. (CRH)

Retarded readers were bused to a special "reading" school for small group individualized instruction. Matched controls remained at their home schools using the regular reading program. When compared on reading gains, reading attitudes, and self-concept, experimental students were superior only on comprehension for two of the three study years.…

Suggests a variety of formats for scheduling a secondary school reading program to meet the diverse needs of both students and content area teachers.

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Describes the services in reading, evaluation, and counseling offered at the Lane Reading and Counseling Center, including preparation programs for standardized tests, remedial instruction, and enrichment programs. Emphasizes that reading is a skill and that skills can be learned. (RS)

Reports on a survey of 72 "recognized" middle schools and 83 randomly chosen schools, which indicates that most schools require reading instruction, especially in grade six. Finds that many offer remedial programs, but that practice has not responded to theoreticians' advocacy for reading in content areas. (RS)