The Status of Reading Programs Committee of the Connecticut Association for Reading Research devised and sent a survey questionnaire which was returned by 43 percent of its membership, representing 33 different school systems in Connecticut. It was reported that the ratio of reading personnel to classroom teachers was 1:54 at the elementary level,…

Describes how the author evolved from an isolated reading specialist to a resource person available to all teachers and pupils. (MKM)

Provides guidelines to help reading professionals in administrative positions develop an awareness of conflict, become sensitive to situations that typically cause conflict, and begin to learn effective management strategies. (ARH)

A discussion of how educational technologists work with reading specialists and learning theorists to design reading programs and curricula. (Author)

A discussion of the findings of a survey of the important factors that the authors feel contribute to the success of the reading programs in the elementary school. (RB)

Discusses a series of six studies that investigated the performance of 66 reading and learning disabilities specialists and classroom teachers who diagnosed simulated reading or learning disability cases and suggested remediation plans. Results indicate that both commonality and individual agreement among participants was very low. (AEA)

Reports on a study that examined whether different school staff members agreed on the importance of various roles performed by reading specialists. (FL)

Discusses the various roles reading specialists are expected to play in the school. (FL)

Suggests that reading specialists can be the change agents needed to bring reading research information to teachers in a practical manner. (MKM)

Presents an annotated checklist that reading specialists can distribute to all teachers describing services that the reading specialist can perform. (MKM)

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Identifies five teacher-assistance models that rely on formal support systems for classroom teachers as they engage in the teaching of reading. States several characteristics of effective support teachers. (MG)

A reading specialist who worked in a high-poverty urban elementary school that initially did not have an exemplary reading program provides seven lessons that can serve as a guidepost for other reading specialists. Several approaches that led to improved reading achievement of upper elementary school children are described. The seven lessons, when…

The relationship between talk and learning has been well documented in preservice and inservice teachers' and administrators' education. These studies demonstrate that talk is a central part of teacher learning and change, that particular forms of talk are more or less effective for such change to take place, and that talk must be conducted over…