This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit…

This article describes our collaborative inquiry, three teacher educators/researchers of literacy from different institutions who shared a concern about how few teacher candidates in our programs neither viewed themselves as readers nor possessed a love of reading, qualities we view as key to supporting all children as lifelong readers, writers,…

Proposes ways to prepare potential reading teachers to work in business employee training programs. (FL)

Examines how the application of certain learning principles in the young child's home can foster successful learning in the schools. Demonstrates how these principles can be better implemented in the schools so that reading problems can be prevented or corrected. (FL)

Describes the components of a competency-based elementary reading program, including the concept of instruction, the elements of a learning module, the components of modular development, the role of the classroom teacher, and the level of student performance. (JM)

Discusses the Miscue Reading Inventory and offers an alternative system that keeps its strengths and completeness while eliminating most of its weak points. (FL)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

Argues that consideration for the amount of risk taking a child can productively tolerate can have direct implications for designing the structure of a reading session in such a way that the child experiences success. (FL)

Offers teachers five suggestions for guiding classroom reading practice: (1) develop and maximize prior knowledge; (2) use familiar materials that are interesting and meaningful; (3) model fast, fluent reading; (4) accept all efforts; and (5) expect success of all students. Finds that teachers can facilitate reading as a meaning-making process or…

Suggests six activities teachers should undertake in order to have successful conferences with parents concerning their child's reading performance. Offers ideas that teachers can share with parents who want to help children improve reading. (FL)

Notes that all teachers must be prepared to meet the varying educational, social, and emotional needs of all children. Concludes that to ensure equal educational opportunities for all students, the educational system must be transformed so that all students have an equal chance to succeed. (SC)

Discusses the role of the content teacher in preparing students to read and comprehend their instructional materials. (RB)

Reviews the research supporting two views of reading instruction: (1) that learning occurs through social interaction with an expert; and (2) that students should be put in control of their own learning. Suggests implications for classroom reading instruction. (ARH)

Offers suggestions for recapturing the interest of students in silent reading. (FL)

Provides lists of questions, one for fiction and one for nonfiction, that teachers can ask students during reading conferences in order to reinforce student interest and enthusiasm for further reading. (FL)