Notes that, although informal comments by teachers regarding building principals and other reading leaders are important, formal feedback from a survey or questionnaire helps to objectify the evaluation process and to provide principals with a more complete picture. Presents a survey for teacher evaluation of reading leaders. Offers suggestions…

Discusses a document structure called "nested lists" which allows an increased amount of information to be presented in a fixed amount of space while also maintaining its usability. (RS)

Discusses ways to use bar charts and line graphs to present comparative information in a flexible manner. Includes activities designed to review how the different characteristics of charts and graphs relate to different document structures. (RS)

Argues that graphs and charts are cases of document structures introduced in previous columns: combined lists, intersecting lists, and nested lists. Explores pie charts and various aspects of bar charts as they relate to other document structures presented in this series. (RS)

Suggests effective means of integrating computers into adult literacy education using commercial word-processing and data base programs including teacher-student interaction. Points out that activities used in most "reading software" are not consistent with the cognitive view of comprehension. (Auth/ARH)

Discusses the range of response modes and formats associated with forms. (RS)

Argues that research conducted in the last 10 years yields impressive evidence for the effectiveness of several innovative teaching and coaching practices of interest to reading supervisors. Offers 7 tips for improving the retention of information offered during inservice education and facilitating the transfer of that information to the…

Considers two characteristics of forms: uses and functions and information sources/types. (RS)

Argues that reading specialists' lack of success in persuading content area teachers to help their students read and study texts in social studies, science, and mathematics is a result of reading specialists' lack of careful thought about text structures. Discusses the text structures of textbooks in these content areas. (RS)

Shows how the reader-response approach can provide interesting and meaningful ways of teaching literature in a second language. Illustrates its use in teaching a short story in an English reading class for engineering students in Malaysia. (SR)

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…

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)

Reviews research which indicates that cross-age tutoring is successful and presents suggestions for implementing cross-age tutoring projects. (MKM)

Discusses 19 suggestions for improving the effectiveness of inservice programs, including conducting a needs assessment, developing clear objectives, showing examples of students' work, encouraging building supervisors to attend, and finding a good location for the inservice program. (RS)

Presents methods for reading supervisors in their role as instructional leaders, including: modeling instructional strategies and techniques, holding group meetings to discuss concerns and needs, encouraging attendance at reading conferences by paying for expenses, supervisor observation, and teacher self-evaluation. (RS)