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In discussions among secondary reading teachers you are almost sure to hear the statement that every teacher should be a teacher of reading. This is a recurrent theme of reading conferences and the vigor with which an author espouses this end is one of the criteria by which secondary reading texts are judged. On paper or as a conference theme this is a wonderful concept. In reality though it seems at best difficult to achieve and at worst represents tremendous naivete on the part of reading educators.

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