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)

Discusses the role of the reading specialist acting as a clinical supervisor of reading teachers. Provides a format for conferences between specialist and classroom teacher. (AEA)

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)

Describes a study in which a content teacher and a reading specialist taught students study skills and content together; analysis of the results showed that students who are taught study skills with content learn better. (TJ)

Notes that reading specialists function as instructors and leaders. Outlines a study on the role of reading specialists in which principals were iven questionnaires and reading specialists were interviewed. Concludes that state certification offices and universities need to focus on leadership skills in the training of reading specialists. (PM)

Suggests how reading supervisors can help principals facilitate and support change: informing them of good instructional strategies going on in the school; encouraging them to share those strategies with teachers; encouraging them to share their own reading and writing with teachers and students; and providing them with articles and books to share…

Describes the reading specialist's role in the Collaborative Literacy Intervention Project (CLIP) of the Tempe (Arizona) School District. (SR)

Presents a study of students with severe reading difficulties in a public school setting. Compares the results with those of a study conducted in 1946. Suggests that field-based specialists can do a thorough diagnosis with tests and procedures currently available. (MG)

The author delivers a powerful argument for development of a team approach to literacy leadership, concluding that "Schools that develop a framework for shared literacy leadership become collegial communities of instructional practice where learning is the shared responsibility of all members. These are schools where teaching and learning are…

Six types of reading experts are described who actually help to deprive students of the chance to learn to read. (JH)

A PROGRAM TO STIMULATE INTEREST IN READING AND TO DEVELOP BASIC SKILLS WAS ESTABLISHED. THE CURRICULUM WAS DEVELOPED AND THE GOALS, NEEDS OF THE CHILDREN, MATERIALS AND PROCEDURES WERE DETERMINED. THE PLACE OF THE PROGRAM IN THE ELEMENTARY AND JUNIOR HIGH SCHOOL SCHEDULES WAS ESTABLISHED AND STANDARDIZED READING TESTS WERE ADMINISTERED AT THE…

A questionnaire was constructed and evaluated by specialists in the field of reading instruction to gain information regarding the use of the Initial Teaching Alphabet (i/t/a). Elementary teachers and reading specialists in 16 randomly sampled school districts in nine states were questioned. Eight of the systems were in districts generally…

An assessment (funded by ESEA/Title V) was made of the reading programs, practices, and personnel in the New England public schools. The data derived from questionnaire responses are given in three survey sections: elementary, secondary, and consultant/supervisor. A discussion of the responses of elementary school principals; kindergarten, first-,…