Adding to the current body of research on inference making skills and young learners, this study examined the knowledge base of classroom teachers, speech-language pathologists, and other literacy specialists. Specifically, educator knowledge was considered in relation to the extant literature on the inference making abilities of young children.…

Students who develop proficient reading skills are more likely to experience positive outcomes both in and beyond the school setting. If students start developing strong literacy skills at a young age, they are more likely to perform well in school and achieve academic success. Despite ongoing efforts to support students' development of reading…

The 2020-2021 school year has been like no other. Because of the COVID-19 pandemic, most kindergarten through grade 12 (K-12) schools across the United States have reduced in-person learning for students to a few days per week or have been physically closed for most of the school year. In this Data Note, researchers use surveys of teachers and…

Adolescents who struggle in the area of literacy tend to experience difficulty accessing texts across many different content areas. These students could benefit from increased collaborative interactions between general education content area teachers, special education teachers, and other school personnel with expertise in the area of literacy…

Introduction: The perceived information needs of teachers who specialize in reading instruction for at-risk first graders were studied and related to frameworks for the role of social context in information needs, seeking and use. The frameworks considered were: disciplinarity, role theory in work settings, small worlds and information grounds and…

Reports on a survey in which people who responded as reading specialists actually performed many different jobs. (MKM)

Article is an interview with Mary Austin, author of "The First R" and "The Torchlighters". (GB)

Author considers two of the major issues in reading debated in the sixties: how to start; when to start. (GB)

An assessment (funded by ESEA/Title V) was made of the reading programs, practices, and personnel in the New England public schools. The data derived from questionnaire responses are given in three survey sections: elementary, secondary, and consultant/supervisor. A discussion of the responses of elementary school principals; kindergarten, first-,…

Suggests that reading specialists should give advice to other teachers, as well as to students. (MKM)

Suggests ways to expand the role of reading teacher in the school reading program. (MKM)

Describes how the author evolved from an isolated reading specialist to a resource person available to all teachers and pupils. (MKM)

A discussion of how educational technologists work with reading specialists and learning theorists to design reading programs and curricula. (Author)

The teacher in the school of tomorrow will have a variety of roles. One of the more important will be that of diagnostician. Perceptive assistance for the teacher as diagnostician is available from the school psychologist, the social caseworker, the guidance worker, and the reading clinician. The services of all district personnel should be…

Six studies in laboratory and classroom settings investigated the diagnostic and remedial performance of 66 reading and learning disabled specialists and classroom teachers. Ss were asked to diagnose simulated cases of either reading or learning disability and suggest an initial remediation plan. Two related findings were revealed across all…