Using data from two cohorts of public school educators, this paper examines the interdistrict migration within Connecticut of public school classroom teachers, support staff (librarian/media specialists, counselors, school psychologists, social workers, and reading specialists), and administrators. The purpose is to identify characteristics of…

The role of special reading teachers is currently in flux, as local education agencies expect them to work increasingly with other teachers and parents and consequently provide less direct instruction for students. Historically, reading specialists taught disabled readers since it was hypothesized that their special training in reading diagnosis…

This book is intended to help preservice and inservice reading specialists, supervisors, and administrators understand how to organize and supervise reading programs, pre-kindergarten through grade twelve. Each of the major parts of this book concerns some of the knowledge areas necessary for administering reading programs. Titles of the chapters…

Inservice training for teachers must provide opportunities for sharing among participants, involve teachers in planning and implementation, provide practical experiences, involve parents, be offered at a convenient time to allow full involvement, and offer experiences which teachers can use. One project for staff development began when a group of…

Five essays for reading instructors at two-year colleges are provided in this issue of "Forum for Reading." First, Kent Smith notes the increased recruitment of underprepared students and argues that colleges are responsible for assuring that admissions personnel, administrators, and faculty know the types of students they can and cannot…

A study was conducted to determine the impact on remedial reading instruction of recent Massachusetts legislation aimed at providing diagnostic/prescriptive services to identified special needs children in the public schools. Specifically, the study concerned available programs, certification and deployment of specialized personnel, delivery of…

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,…

The second year of the Portland EPDA Reading Program was a modification of an in-service program in the teaching of reading which had been carried out in four Portland elementary schools during the previous year. Four school principals, 38 teachers of grades one through four, 16 teacher-aides, and 22 parent volunteers participated in the program…

Considers the merits and disadvantages of withdrawing students from timetabled lessons for periods of intensive teaching and those of its alternative, namely, support for the ordinary class or subject teacher during normal lessons. (NKA)

Studies show that while most clinicians agree on seven critical reading activities--instant word recognition, word meanings, oral reading, silent reading comprehension, listening comprehension, and attention/motivation--they reveal little agreement on the diagnoses and suggestions for remediation of reading problems. The computer assisted…

Methods used to diagnose a seven-year old boy's reading problems illustrate the fact that reading assessments based upon a reader's strengths and a reader's understanding and control of the process will provide information which is more useful to teachers and parents than that provided by the numerical results of standardized tests. After Andrew,…

As the last of a four volume final report of a Right to Read preservice, competency-based modular reading specialist project, this volume presents the module outlines for components 10 through 14 of the classroom program. Component 10 (process--theory and practice) stresses the difference between theories of teaching reading and actual classroom…

Even when reading improvement courses are provided for community college students with low reading ability, the students may be unable to apply to their content courses the skills learned in the reading courses. This paper suggests that reading teachers should work with individual content-course instructors to show them how to help their students…

This curriculum guide identifies three reading courses taught at the junior high school level (intensive reading, improving reading, and developmental reading) and five reading courses taught at the senior high school level (intensive reading, improving reading, practical reading, developmental reading, and power reading), designed to meet the…

Guidelines for establishing content area reading programs at the junior high school level are presented in this paper. Following an overview of the development of a content area reading program in Columbia, Missouri, in which inservice teacher education was provided, 31 guidelines are presented to aid a content area reading resource specialist in…