use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Demonstration of a Reading Coach that Listens

The principles of readability are in every style manual. Readability formulas are in every word processor. What is missing is the research and theory on which they stand.

This research study examines the readers ’ advisory interview in the elementary school library media center. Ten interviews were conducted with media specialists currently practicing in North Carolina elementary schools. Participant responses helped to identify steps taken during the readers ’ advisory interview as well as the school-specific influences on this interview. Current practices are combined with existing literature to provide recommendations for conducting a successful readers ’ advisory interview, establishing a climate favorable to the promotion of recreational reading in the elementary school, and publicizing the unique skills of the media specialist. Headings: Reader guidance

Observations of third and fourth grade classroom reading lessons reveal not only that text-related reading comprehension is seldom taught but also that a coordinated or topically organized sequence of text reading instruc-A Description of Reading Instruction: A Tail is Wagging the Dog Observation of classroom reading instruction is generally devoted to an investigation of the amount of time teachers and students spend on tion is lacking. Possible reasons for these practices are discussed. various tasks and activities. This sort of analysis, while suggestive of what occurs during a reading period, does not indicate how instruction proceeds, that is, how it is ordered, and whether that order is coherent and has a thematic structure. However, an analysis of the sequence of instruction can provide information beyond what is taught to how it is taught, lending insights into the adequacy of its organization. The question of how reading instruction proceeds is relevant for two reasons. First, there is a need to explain the apparent contradictions between what is taught and what is believed ought to be taught,

The work upon which this publication was based was supported in part by the

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