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…

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

Lists suggestions for alternative methods of evaluation that will bring teaching and evaluation methods into close correspondence (as opposed to following creative teaching with a memorization test). Contends methods of evaluation should become part of the learning process, not just measure recall of information given by the teacher. (SKC)

Describes how one reading consultant allocated time to meet the major responsibilities outlined in a job description. (RB)

Argues that to be effective the reading teacher must be strong but sensitive at the same time. (RB)

Provides activities for teaching the skill of comparison using various parts of newspapers. (SRT)

Total school involvement implementing a variety of innovative approaches make for an exciting five week reading program. (RB)

Identifies standards that may be used in evaluating research reviews. (HOD)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Provides an understanding of thematic maps and how they might be used to teach hypothesis testing. (RS)

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)

Presents three prediction strategies to ensure that prior knowledge activated about a topic is pertinent to a lesson's objective: (1) questions for prediction; (2) anticipation guides; and (3) key word strategies. (RAE)

Argues that the use of abstract diagrams is an effective way to display sequential relationships of ideas in content area texts. (RS)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)