The development of the Maine Township (Illinois) Diagnostic and Remedial Learning Centers, a Title III/ESEA project, is described. The remedial learning centers, located in three elementary school districts and in one high school district, are termed model programs because they are designed to treat pupils in that one school. Each learning center…

An informal survey in 19 public elementary schools in Seattle, Washington, revealed what teachers and principals feel should be the basic preservice experiences and teaching responsibilities of reading specialists. It was summarized that reading specialists should be able to answer positively the following questions and their implied subquestions:…

Guidelines developed by the Professional Standards and Ethics Committee of the International Reading Association in May 1978 list attitudes, concepts, and skills necessary for seven different roles in reading instruction. (MKM)

In Wisconsin, the state reading association played an active role in a legislative effort to get reading teachers into schools to develop coordinated, comprehensive developmental reading programs. (MKM)

Describes International Reading Association members' activities, on behalf of reading professionals, involving national accreditation, state program approval, state licensure, and national certification. (RS)

Traces the literary treatment of causes and symptoms of reading disabilities through the 1960s, 1970s, and 1980s. Points out several concepts which are changing the earlier diagnostic-remedial role of classroom teachers. (ARH)

A special interest group of the International Reading Association publishes a scholarly journal, "The Reading Professor: The Journal of Professors of Reading Teacher Educators." In Volume 22, No. 1, Fall 1999, the following articles are featured: "Young Children Draw Their Images of Literacy" (Roberta A. McKay and Maureen E.…

Describes the daily work activities of one Susan Beckett, a Chicago-based consultant for Motivational Learning Programs, Inc. (GB)

Discusses the interactional model of learning and the andragogical model of the learner, then examines the implications of these two perspectives in detail with special emphasis on how they affect the college reading specialist's encounters with students who are concerned with independent learning strategies. (FL)

Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Excerpts from "On Learning to Read: The Child's Fascination with Meaning," by Bruno Bettelheim and Karen Zelan, emphasize the importance of meaning in teaching a child to read. Six reading specialists comment on the book and on teachers' problems in teaching children to read. (MLF)

Reports on a survey of reading consultants and school administrators concerning their perceptions of the roles of reading consultants. (JT)

Discusses the question of who should teach reading to students diagnosed as learning disabled--a reading specialist or a learning disabled teacher. (FL)

Discusses trends in staff development and cites implications for reading personnel. (MKM)

Provides references for administrators, supervisors, consultants, and others concerned with positive leadership of school reading programs. (MKM)