Recommends checking skill management systems in reading before implementing one in a school, and includes a guide to weak spots in some of the better known programs. (MB)

Reflects on and evaluates the author's past year as a reading resource consultant in a program that has moved from a pullout reading program to a mainstreaming one. (SR)

Discusses the dramatic demographic changes which have profoundly altered the reading programs in many New Zealand schools. Notes that more than a thousand schools and preschools teach bilingually or run immersion programs in a language other than English (such as Maori or Samoan). Suggests that reading is best taught in the language spoken at home…

Notes recipients of the second International Reading Association Literacy Awards (with the first prize going to the Ethiopian Coordinating Committee for the National Literacy Campaign) and presents the comments about the value of literacy work made at the ceremony by UNESCO Director-General Amadou-Mahtar M'Bow. (MKM)

Describes the purposes and programs of the national Right to Read effort. (RB)

Provides information about the existence, purposes, and design of state mandated reading assessment programs. (MKM)

Focuses on keys to managing a mastery learning model of instruction. (AEA)

Provides information on the federally sponsored National Diffusion Network and describes how one exemplary reading program was transferred to a school across the continent. (MKM)

This parody of Coleridge's poem notes some of the problems involved in accepting federal funds for education. The governmental emphasis on innovational programs is given special treatment. (MKM)

In Wisconsin, the state reading association played an active role in a legislative effort to get reading teachers into schools to develop coordinated, comprehensive developmental reading programs. (MKM)

Reviews the development of computer assisted reading programs and predicts that as costs decline and the quality of the educational program improves, more computers may be found in the classroom. (MKM)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Provides references for administrators, supervisors, consultants, and others concerned with positive leadership of school reading programs. (MKM)