The Reading Teacher
Jeannie Waller
The Reading Teacher is a peer reviewed publication that publishes articles relating to the interests of teachers that teach children up to age twelve to read. The Reading Teacher is an online and print publication and is published eight times a year from September to May. This publication focuses on the use of research in class room practice and helping the struggling readers succeed. In addition, the topics range from theoretical to practical approaches aimed at improving classroom technique.

This publication publishes articles written by reading professionals for reading professionals, which makes it a must for those individuals who are directly involved in teaching literacy skills. In addition, articles written by teachers of readers offer practical ideas, contemporary information in research, critical issues in the field, reviews involving children’s literature, and how to apply reading information to the classroom.

In order to be considered for possible publication, you must submit a 500 word abstract of your article. The editor asks that the submitter read several of the most current publications in order to gauge the types of articles needed for this readership. There are also guidelines that ask for those articles that pertain directly to classroom practice or studies that will benefit those in the reading industry.

The February 2009 publication, which is one that I reviewed, has been broken into three parts: the first parts, deals with the young reader and what can be done to insure academic success. The authors of the article, “Academic Resilience and Reading: Building Successful Readers” suggest that in addition to looking at the cognitive patterns of young children, the socioemotional development should be considered. This part of this journal addresses the beginning reader and those aspects or factors that influence the acquisition of reading skills. The authors offer advice on how to insure success and give guidelines in determining the emotional development of the child. In looking at some of the previous journals, it seemed that the structure and practices of teaching reading are the most crucial topics.

The last part of the journal considers the types of literacy skills. For instance, the beginner reader is examined and the questions arise how the state is either failing or succeeding at teaching inexperienced readers to read and comprehend like an experienced reader. Anthony J. Applegate, Mary DeKonty; McGeehan, Catherine M.; Pinto&, Catherine M.; Kong, Ailing in their article, “The Assessment of Thoughtful Literacy in NAEP: Why The States Aren’t Measuring Up,” concludes that the actual testing of reading comprehension is lacking; therefore, something needs to be done in order to insure more precise testing for more precise results. Hence, this month’s publication attacks the questions concerning when and what and how we are teaching reading and is it enough? This article, for instance, follows the article that addresses the socioemotional development of children and its relationship to learning to read. The theme of February’s publication centered on when children are ready to read, and are we teaching them to read, and are we providing them with appropriate testing material that adequately reflects what they know. While I understand that the reading teacher would need to know these ideas, it seems that the focus of this journal is a little narrow sighted.

In addition to the section on acquiring reading skills and the section on sharpening those skills, there is a section of reviews of children’s literature. I found this section covering a broad range of reading materials for both the teachers of children and the children. In addition, there is ample opportunity for the teacher to learn how to present the books and how to engage the students and their parents.

This journal offers a wide variety of subject matter relating to reading that, I think, is useful for the elementary school teachers. In addition, I can see where it is helpful in problem solving and practical application. The journal’s graphics reflects the themes of each publication, and they are bright and cheerful, representing what I think an elementary school educator might find aesthetically pleasing.