In Single Subject preservice programs across the U.S., literacy professors are coping with the demands of preparing their candidates to teach reading and writing across the content areas. The professors are challenged to establish a credible rationale for why teachers in content areas such as physical education, art, and music should be required…

Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students'…

A Los Angeles, California, project that infuses reading and language into the health curriculum allows teachers to give additional reading instruction without sacrificing time or curriculum content; it shows that communication skills can be infused successfully into the broader curriculum. (Author/DCS)

Describes how idea mapping proved to be a helpful strategy for hearing-impaired and deaf students considered to have reading disabilities. Shows how it proved to be a valuable tool for students to understand text more effectively and become more independent in their learning processes. (SR)

Describes how reading for pleasure for 20 minutes of each class period in a beginning, intermediate-level reading course for adults in English as a Second Language resulted in language development in terms of reading, writing, and comprehension, as well as increased confidence. (SR)

Discusses the use of a "reflection guide" designed to help students increase their comprehension and recall of a textbook chapter. Notes that the guide is especially useful if students are asked to read a chapter to obtain background for a class discussion. Includes a sample completed reflection guide. (RS)

Presents an excerpt from an observed 30-minute Reading Recovery lesson. Describes aspects of the Reading Recovery Program. Introduces the articles in this themed issue on learning, teaching, and learning to teach in the Reading Recovery program. (RS)

A Catholic school program designed to improve reading had the most effect on boys. Possible reasons included explicit teaching, demonstration of the practical value of reading, highly structured lessons, worksheets, award certificates, and encouragement to read nonfiction. (SK)

Shares Governor Taft's literacy goals and insights with the reading professionals throughout the state who work with Ohio's young readers and their volunteer tutors. Shares the perspectives of Nancy Padak and Janet Day, members of the OhioReads Council, on the progress and promise of OhioReads. Invites readers' responses--as teachers, as…

Presents a model of literacy based on five habits of effective reading teachers. Explains the rationale and theory that supports: (1) the importance of choice; (2) teaching for continuous progress; (3) curriculum integration; (4) individual conferencing, and (5) child-centered, child-directed activities. (NH)

Reading fluency has been identified as a key goal for the elementary school reading curriculum. Despite its theoretical importance in reading development and research that has demonstrated its effectiveness in improving reading performance, many teachers are not familiar with effective methods of instruction for reading fluency and ways for…

In this article, the authors describe the balanced literacy pilot program at Monroe Middle School in Tampa, Florida. Monroe implemented the program as part of a districtwide effort to improve student literacy. It uses a four-pronged approach to improve literacy: (1) read-alouds; (2) independent reading; (3) shared reading; and (4) guided reading.…

A carefully coordinated literacy assessment and instruction framework implemented school-wide can support school teams in making sense of various types of data for instructional planning. Instruction that is data based and goal driven sets the stage for continuous reading and writing improvement. (Contains 2 figures.)

This report presents information regarding Zone of Proximal Development (ZPD) guidelines as they relate to the Accelerated Reader program. The report states that a student's zone of proximal development is the range of book readability levels that will challenge a student without causing frustration or loss of motivation. It discusses factors…

A practicum project was developed to provide self-directed learning opportunities for all 10 members of a kindergarten enrichment group. Specifically, the project was implemented over a period of 10 weeks to help students gain independent work habits, to improve their care of materials, and to raise their reading ability by one grade level. Ten…