Notes continuing concern over the lack of professional reading among many classroom teachers. Reviews recent articles suggesting problem areas for literature-based movements. (SR)

Offers a response from two educators concerning a question about commonalities across the mathematics, reading, and English disciplines. Suggests ways to create a supportive curriculum in light of new developments. (MG)

Describes some of the activities teacher researchers are doing in their classrooms, focusing on ways they use language, literature, and literacy activities to examine their students' development as well as their own growth. Also outlines ways teachers organize and analyze their observations in an effort to make them somewhat systematic. (HOD)

Shows that, despite the pendulum swings from the 1930s to the present, reading-achievement levels have remained constant, and one-third of children do not learn to read well. Argues that reading is a multidimensional activity, and that a massive effort is needed to implement multidimensional curricula that empower all children by providing them…