In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

This article describes the development and initial implementation of the Comprehension and Learning from Text Survey (CoLTS), an instrument designed to assess teachers' specialized knowledge for comprehension instruction in the context of discussion. CoLTS is a paper-and-pencil test that engages teachers in analyzing a text to identify the most…

Classroom-based assessments are important resources for teachers and reading specialists for informing instruction. Their benefits can be enhanced by designing measures that assess more than single skills, that follow formative assessment principles, and that involve multimodal formats and student responses. Because of the diversity in K-6…

Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students'…

More than 1,800 Philadelphia fourth grade students were involved in a study of reading instruction in the Philadelphia elementary schools conducted during the school year 1975-76. Four critical factors were noted as improving reading achievement in the district's elementary schools: the use of the linguistic basal approach to reading instruction,…