This study examined the motivation, perceptions/future plans, and expectations of postgraduate students (referred to as literacy coaching candidates) enrolled in the first course of a Literacy Coaching Endorsement program at a large comprehensive institution of higher education. Results from data focus to: What motivates a licensed Reading…

The purpose of this qualitative study was to examine how the experiences in a master's in literacy program are preparing teacher candidates to be school leaders and to examine candidates' self-perception as literacy leaders before, during, and after the program. Data sources include surveys, field notes, course syllabi, assignments, and rubrics.…

This qualitative, collective case study researched how the Response to Intervention (RtI) service delivery model was used within the secondary educational environment in two Ohio schools. Areas researched included the type of professional development used to introduce and sustain RtI, the amount of administrative support, the use of universal…

The purpose of this study was to examine how secondary teachers have been taught to teach reading-to-learn over the last four decades, and to teach the struggling and reluctant readers in their classes. In this study, twelve secondary reading methods textbooks were analyzed. The textbooks were chosen based on four criteria: (a) availability, (b)…

Describes how one reading consultant allocated time to meet the major responsibilities outlined in a job description. (RB)

Gives a list of guidelines for reading specialists to use in evaluating content area textbooks. (MKM)

Presents a useful instrument which determines what administrators and teachers expect of reading specialists. (RB)

In St. Paul (Minnesota) a certified reading consultant is assigned to each secondary school to provide initial and continuous inservice to English teachers who then teach developmental reading classes as part of the communication curriculum. (Author/MLF)

Assesses the "state of the art" of content reading, pointing to significant strides that have been made in dealing with the needs of content area reading, as well as to significant advances that still need to be made. (Author/GT)

Describes staff development and program development possibilities for secondary remedial reading programs. (MKM)

Describes the varied teaching activities of a reading specialist. Discusses how her role is already what she would like it to be and what she would like to change. (SR)

Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (FL)

Examines issues related to organizing the teaching of reading in secondary schools, such as the lack of liaison between elementary and secondary schools and the confinement of reading instruction to only English or remedial classes. Suggests that secondary school faculty cooperate in using all available resources to produce literate adults. (AEA)