We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather…

This article summarizes conclusions reached regarding the independent reading perspectives and practices of eight elementary teachers, acknowledging the significant role teacher understandings and practices play on the literacy learning process and specifically on classroom independent reading. The commonalities in beliefs and practices regarding…

Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and…

Describes teacher inquiry in the University of Georgia's National Reading Research Center's School Research Consortium (SRC). Discusses reasons to formalize the teaching and reflecting process by conducting research, how SRC members are becoming researchers, and what impact SRC research is having. (SR)

Summarizes research concerning how teachers' judgments, instructional planning, and interactive decision making affect their classroom actions, particularly in reading instruction. Discusses implications for reading teachers. (FL)

Provides perspectives on reading instruction of experienced, grades K-12 educators who were enrolled in a graduate school class on reading research, programs, and models, and their teacher. Shares some of the misconceptions or overgeneralizations that they have heard or read about reading instruction, as well as their reaction to these ideas. (SG)

Reports that teachers' perceptions of children's reading ability are more closely related to how they view the children's behavior in class than to actual reading performance as measured by tests. (Author/FL)

Examines three teachers' interpretations and implementations of literature-based reading. Identifies common elements of successful literature-based reading programs, including individualized time, teacher-directed lessons, and group projects. (MM)

Research shows that teachers prefer to teach the better readers, despite the fact that most teachers say they show no favoritism. (RB)

Findings show that a significant majority of inner city teachers believe the DISTAR is an effective reading program. (RB)

Details the findings of a survey of 301 first- through sixth-grade teachers to determine the topics they preferred for inservice training in reading. (DD)

In this study, classroom teachers were found to value the reading specialists' role as resource person more highly than any of their other roles. (MKM)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

Describes research conducted at the Institute for Research on Teaching at Michigan State University in two areas: (1) reading diagnosis and remedial reading instruction, and (2) teachers' conceptions of reading. (GT)