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)

Describes International Reading Association members' activities, on behalf of reading professionals, involving national accreditation, state program approval, state licensure, and national certification. (RS)

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

Reports on a survey of reading consultants and school administrators concerning their perceptions of the roles of reading consultants. (JT)

Provides references for administrators, supervisors, consultants, and others concerned with positive leadership of school reading programs. (MKM)

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)

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

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)

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)

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)

Reports on a survey used to evaluate the secondary school reading program in Polk County, Florida. (DF)