Four Strategies for Teaching Reading in Content Areas

Despite all that has been written about the teaching of reading in the content areas, and despite the existence of books such as Herber\u27s Teaching Reading in Content Areas (Englewood Cliffs, N. J.: Prentice Hall, 1970), Laffey\u27s Reading in the Content Areas (Newark, Delaware: International Reading Association, 1972), and Robinson and Thomas\u27 Fusing Reading Skills and Content (Newark, Delaware: International Reading Association, 1969), most secondary school teachers in the content areas still feel inadequate to teach reading and, even though they acknowledge the existence of a substantial reading program among thei

In the Classroom: Vocabulary (April \u2790)

Vocabulary knowledge is one of the most critical elements of comprehension. Helping students to expand their own vocabularies and to become more interested in words is a challenge for all teachers. The following techniques provide teachers various ways to enhance students\u27 vocabulary development. To read more about vocabulary instruction, see: Heimlich, J.E., & Pittelman, S.D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association. Johnson, D.D. (Ed.) (1986). Vocabulary [Special issuel. Journal of Reading, 29 (7). Johnson, D.D., & Pearson, PD. (1984). Teaching reading vocabulary (2nd ed.). New York: Holt, Rinehart and Winston. Marzano, R.J., & Marzano, J.S. (1988). A cluster approach to elementary vocabulary instruction. Nevrark, DE: International Reading Association

Sequential Art, Graphic Novels, and Comics

The first global distribution of a paper prepared for the Science Fiction, Fantasy, and Graphic Novels Special Interest Group of the International Reading Association,the Executive Board of the New Jersey Reading Association, and the Legislative and Professional Standards Committee of the NJRA

Lessons from Albania : professional development that transforms educators, schools and communities

Programs of staff development for in-service teachers often focus on the introduction of specific skills and technologies. Seldom do staff development programs take on more broad goals of professional and personal growth. In this article the authors describe one program, the Reading and Writing for Critical Thinking project, a literacy-based project developed and implemented by the International Reading Association. The project began as a training program with rather modest goals of instructional skills development, but resulted in a surprising number of unexpected outcomes. These outcomes clearly distinguished this program as a professional rather than a technical development activity. The project, a three-year training of trainers model, introduced innovative literacy based techniques in Albania (and 29 other countries in Europe and Asia) from 1997-2001. The authors, both members of the International Reading Association, participated in the project’s implementation and dissemination in Albania. In this article, after reviewing the project, the authors summarize their investigation of the project’s impact on individual participants through data collected in survey and case study. In doing so, they differentiate between technical and professional development and offer suggestions, based on this study, regarding how other in service programs might be shaped to lead to opportunities for in-service teachers to truly develop as individuals and professional educators.peer-reviewe

Governors State University Honors Master’s in Reading Students

Although all teachers help their students open the door to the world of learning, the teachers of reading hold the key to that door. On May 20, teachers, who are themselves students of reading, will be honored at Governors State University (GSU). The thirteen qualifying GSU students will be inducted into the Alpha Omega Chapter of Alpha Upsilon Alpha Honor Society. As a part of the International Reading Association, the honor society recognizes and encourages scholarship, leadership, and service in the field of reading

Multiple Roles of Specialized Literacy Professionals: The ILA 2017 Standards

This article compares the ILA 2017 Standards for preparing specialized literacy professionals with the 2010 Standards. The authors also describe levels of emphases for each specialized literacy role and implications of the new Standards for those serving in the field and for those who prepare them

Tribute

A letter by the guest editor in tribute of Homer L.J. Carter, editor of Reading Horizons. On May 28, 1964, members of the Western Michigan University Chapter of the International Reading Association honored its founder and sponsor by electing to change the name of their organization to the Homer L. J. Carter Reading Council. We chose to honor Mr. Carter at this time because on July 1 he will retire from Western Michigan University where he has been Director of the Psycho-Educational Clinic and Professor of Psychology

Did You See?

The Winter 1965 issue of Reading Research Quarterly published by the International Reading Association? It is devoted to a summary of investigations relating to reading compiled by Helen M. Robinson, Samuel Weintraub, and Helen K. Smith of the University of Chicago. In this review, the research is classified under six major topics: 1) Summaries of Specific Aspects of Reading Research; 2) Teacher Preparation and Practice; 3) The Sociology of Reading; 4) The Physiology and Psychology of Reading; 5) The Teaching of Reading; and 6) The Reading of Atypical Learners