Considers two ways of looking at reading which can influence the manner in which teachers plan and implement instruction and briefly reviews the literature on these approaches. (RB)

Presents the psycholinguistic view of reading, which holds that the reader uses his/her prior knowledge of language, facts, and concepts to process language nad comprehend meaning. (FL)

Concludes that intensive phonics teaching produces greater beginning reading achievement than do reading programs that deemphasize phonics teaching. (FL)

Presents interviews of six prominent researchers (Ira Aaron, Harold Herber, Wayne Otto, Robert Ruddell, Roselmina Indrisano, and Olive Niles), which focused on the dynamics constituting effective staff development experiences. (HOD)

In December of 2006 and again in February of 2007, fifty Literacy Professors representing almost every college and university in Michigan met in a collegial forum to discuss and advocate for all students involved in reading instruction/education. This advocacy spans students from prekindergarten through college undergraduates and graduates. The…

This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures; and (2) what is the resultant…

Argues that reading teachers at the secondary level must become more active in reading research. (RB)

Outlines and examines some techniques intended to improve reading and study skills of high school students. (RB)

Argues that the best approach to teaching beginning and remedial reading is one that incorporates a variety of methods and techniques. (RB)

Argues that reading teachers should begin to think of teaching reading as a science in terms of applied practices, efficient methodologies, and expert technique. (RB)

Discusses a series of steps teachers can follow to provide help for students who are experiencing reading difficulty. (RB)

Explores the difficulties inherent in determining who are effective reading teachers. (JM)

Compares the terminology used in three different computerized search services--CIJE, LLBA/Online, and PsycINFO--and shows how the choice of terminology used by them impedes retrieval. Suggests compensatory measures. (FL)