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The purpose of this investigation was to conduct a content analysis of the publications of the Association of Literacy Educators and Researchers (ALER), previously known as College Reading Association (CRA), in the area of preservice teacher education in literacy. As a service to the organization, 71 articles published in ALER's flagship journals between 1961 and 2011 were analyzed. Articles were coded to document descriptive characteristics, topics and issues addressed, and recommendations for improving teacher education. Findings are discussed in light of challenges to teacher educators in general and to ALER's Teacher Education Division in particular as we continue to raise the bar in terms of making substantive contributions to the improvement of the next generation of teachers.

Two studies involving 29 third-grade teachers found that overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time. (Contains references.) (Author/CR)

Studies the effectiveness of the keyword method of learning vocabulary employed by students with limited English proficiency (LEP). Finds this method appears to be effective in helping LEP students to recall word definitions rapidly and efficiently, to comprehend sentences, and to retain vocabulary learning over a one-week period. (NH)

Examines the extent to which recently published, widely used basal reading series included specific suggestions for grouping students for instruction. Analyzes first-, third-, and fifth-grade teachers' editions of materials for each of the basal reading programs selected. Addresses the need for curriculum and materials that build in opportunities for students to be instructed by the teacher at their instructional level. (SC)

Fifty-five 3rd-grade students, 27 of them with learning disabilities, were interviewed to determine their perceptions of grouping formats in reading instruction, with emphasis on small, mixed-ability groups. Students perceived that there are definite benefits and drawbacks to working in this format, including pacing, embarrassment, and working conditions. Implications are discussed. (Author/CR)

This study examined reading instruction and grouping practices for students with learning disabilities through interviews with 14 special education teachers and observations of their resource room instruction. Teachers primarily provided whole group reading instruction and little differentiated instruction or materials despite the wide range of readers (3-5 grade levels) represented. Whole language was the primary reading approach used. (Author/DB)

A study that examined social outcomes of 59 elementary school students with learning disabilities, 72 low- to average-achieving students, and 54 high-achieving students, found that students in the consultation/collaborative-teaching setting demonstrated more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance. (Author/CR)

Compares how third- and fifth-grade learning-disabled and non-learning-disabled students use orthographic cues and contextual information during oral and silent reading. Finds that reliance on orthographic cues was consistently more pronounced in the oral than in the silent condition for all groups. Finds differences for students with and without learning disabilities in words recognized as having been altered. (SR)

Presents a rating scale for evaluating programs that are working to include students with high-incidence disabilities. The scale evaluates 12 general components with 47 items. Its use in over 50 schools in Florida to aid in program development, program monitoring, program evaluation, staff development, and parent education is described. (DB)

Thirty-two students with and without learning disabilities who had participated in both inclusion and pull-out service delivery models were interviewed individually. Overall, more children preferred the pull-out model, but many children were confident that inclusion was meeting their academic and social needs. (Author/DB)

Individual and focus group interviews with 49 third-grade regular and special education teachers revealed that teachers value control over their decisions on grouping for reading instruction. Regular teachers reported they preferred whole class and mixed ability grouping arrangements for social and academic reasons, whereas special educators supported same-ability grouping strategies. (DB)

This article provides recommended strategies for evaluating student understanding in inclusive classrooms. Strategies discussed include informal checks on students, student summaries of main points, student summaries of directions, risk reminders, lesson reaction sheets, learning logs, collaborative open-note tests, peer monitoring activities, guided lectures, and fake pop quizzes. (CR)

Investigations are summarized that addressed teacher and student perceptions of instructional adaptations for students with learning disabilities and diverse learning needs. Findings indicate that classroom teachers feel unprepared to teach students with disabilities, need collaboration with special education teachers, and make infrequent and unsystematic use of adaptations. (Author/SW)

Results of professional development programs for elementary through secondary teachers are described, with attention to improving practices for teaching students with learning disabilities and behavior disorders in general education. Four professional development programs explored effective formats and content, and three subsequent programs developed collaboration between university and school-based researchers in elementary settings. (Author/SW)

Responsible inclusion of students with learning disabilities in regular education involves putting the student first, allowing teachers to self-select their involvement in inclusion, providing adequate resources, developing school-based inclusive models, maintaining a continuum of services, offering professional development, developing an inclusion philosophy, and refining curriculum approaches and service delivery to meet all students' needs. (JDD)

Interviews, classroom observations, teacher reflections, and surveys were used to investigate 12 general education teachers' (elementary through high school) preplanning, interactive planning, and postplanning activities. Elementary teachers did more planning to include the needs of diverse students and collaborated more with special education teachers than did teachers at other levels. (Author/DB)

The Flow of Planning Process Model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for six students with learning disabilities who were mainstreamed into their general education classes. Results suggest that content coverage, classroom/student management, and interest/motivation of students guide teacher planning. (Author/DB)

This study investigated 60 general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities mainstreamed into general education. Results indicated that, even among skilled teachers, gaps exist between beliefs, practices, and skills. Differences were also found among elementary, middle, and secondary teacher groupings. (Author/DB)

Analysis of six basal reading programs found that only two programs included literacy instruction suggestions for mainstreamed special education students, and suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting individual student needs. (Author/JDD)

This survey found that teachers (n=775) are willing to have mainstreamed students in their classrooms if students do not exhibit emotional or behavioral problems. They are willing to make interactive adaptations but not spend time conducting preplanning or postplanning. Elementary teachers were more likely to make planning adaptations. Barriers to planning are cited. (Author/JDD)

Finds that under certain conditions topic interest and prior knowledge can influence developmental-college-student-generated questions and that differential patterns of question construction emerge in multiple-choice and essay conditions. (SR)

Determines the extent to which postsecondary reading textbooks provide an awareness of and strategies for the use of both considerate and inconsiderate text features in the reading of content area textbooks. Analyses 46 postsecondary developmental reading textbooks. Finds that substantially more strategies in these texts concern considerate text features than inconsiderate text features. (MG)

Introduces the FLIP (Friendliness, Language, Interest, Prior Knowledge) framework to help middle and secondary students examine their reading assignments and develop appropriate plans of action. Includes a rationale for the framework, a description of it, and suggestions for classroom implementation. (SR)

A total of 93 elementary, middle school, and high school teachers rated the desirability and feasibility of adaptations for mainstreamed students in their general education classes. All adaptations were perceived as more desirable than feasible, and few differences were found among teachers of different grade levels. (Author/JDD)

Integrates strategies and suggestions from professional books and articles to provide educators with an overview of components of the textbook selection process. Organizes the smorgasbord into three sections: the salad bar (initial screening), the main course (examination of textbooks), and the dessert bar (plans for implementation of the textbook and evaluation of the selection process). (MG)

This article describes textbook adaptations for special needs students. The article offers suggestions for detecting the compatibility of the textbook with students' reading and interest levels and presents four categories of adaptations: substitute the textbook, simplify the textbook, highlight key concepts in the textbook, and structure opportunities for retention of textbook material. (JDD)

Compiles a list of strategies (culled from 46 postsecondary reading textbooks) that can prove useful as instructional aids when teaching developmental college readers how to deal with considerate and inconsiderate text. Notes that many of the strategies included in the textbooks were vague, incomplete, and lacked a real instructional component and research base. (RS)