For a number of years we have been experimenting with content, ma-

terials, and activities for preparing teachers to teach reading in elemen-

tary schools. The content, materials, and activities that have been

evaluated by the students in their reading-methods classes as being most

helpful, most interesting, and most inspirational are included in this

book. Each of the 14 chapters in the book focuses on an aspect of

teaching children to read that we feel is important for elementary school

teachers to study; taken as a whole, the book may be used as a complete

initial course of study for preparing classroom teachers to teach reading.

The chapters are presented in a sequence that we have followed

with our students, and there are references in some chapters to informa-

tion in other chapters. However, the chapters may be studied in any

order preferred by professors and their students, without interfering

with the comprehensibility of the book.

Each chapter contains two unique features. The first is the "Sug-

gested Activities for the Methods Class" section. In a sense these ac-

tivities might be thought of as "laboratory" exercises. Most of them are

designed to give teachers the kinds of learning experiences that they

are advised to provide for their own students. Professors and their stu-

dents may engage in all, some, or none of these activities. We have used

all of the activities with students in methods classes or in workshops

with experienced teachers, and the exercises have been revised accord-

ing to the users suggestions."

The second unique feature is the "Teaching Suggestions" section.

The suggestions are specific enough to give teachers, especially begin-

ning teachers, the direction they need. They have proved especially

helpful to prospective teachers who have a student-teaching assignment

either as part of their reading-methods course or shortly thereafter.