Response to intervention (RtI) is a multitiered system of support framework that focuses on best practices for intervention. Because many secondary students exhibit weak literacy skills, the focus of this study is reading interventions. This qualitative study examines administrators' perspectives of implementing literacy interventions within a…

Presents the Quality Reading Program Questionnaire, which has been used in more than 100 school districts to evaluate or improve existing reading programs. (Author/WD)

Instruction can be enhanced via counselor involvement in the classroom, which this article describes. (LD)

A middle-school teacher gave up a successful pullout program for reluctant readers when appointed as an educational resource teacher. ERT does not exclude reluctant readers and allows all students to engage in numerous learning opportunities and activities. Teachers get support to incorporate reading and writing strategies across disciplines. (MLH)

The support of the principal is essential for a successful reading instruction program. Six suggestions are presented that principals can use to implement quality reading programs. (Author/MLF)

Describes the reading program for gifted readers implemented in the Hauppauge Middle School on Long Island (New York). Covers selection criteria, curriculum, objectives, and strategies and provides a list of references for further reading. (Author/WD)

Describes how to measure whether students are making significant gains in reading. (JM)

Describes an instructional development team approach designed to make secondary reading programs more effective. (Author/JM)

Successful reading programs have administrators committed to reading, have a logical sequence or pattern of instruction, have recreational reading as an integral part, and use diagnosis as a continuous, ongoing process. (Author/IRT)

The thrusts are to require evidence of acquisition of basic skills, institute programs for all students, hire additional reading personnel, institute viable inservice programs for teachers and administrators, solicit community support, and initiate management systems with provisions for options and alternatives. (Author/IRT)

This article, first in a three-part series, presents six elements of administrative leadership found in effective reading programs. They represent a realistic way for a principal to provide leadership to a secondary school reading program. (MD)

POWER (Providing Opportunities with Everyday Reading), stressing reading in the content areas, is a program for high schoolers driven by continuous improvement and teamwork. Improved test scores and enhanced attitudes toward reading result from high teacher commitment and sustained interest achieved through this teacher-led program's design. (MLH)

Offers guidelines for secondary school administrators who need to evaluate reading instruction or to choose among alternative reading programs. (Author/WD)

Examines the status of literacy education and the reading program at the secondary-school level. Discusses current problems and possible solutions for those problems. Analyzes results of survey of principals' perceptions of their reading programs in a local school system. Supports analysis with appropriate literature. (Contains 20 references.)…