Teacher Attitudes toward Reading.

Abstract

cate a major portion of their instructional time to the teaching of reading. In the words of one noted reading specialist, Reading ability is recognized as centrally important, since without it very little academic learning can go on. (Harris, 1970) Nor is reading valued only in the schools. The ability to read is a prerequisite for all but the most menial jobs. Beyond this initial requirement for employment, wide reading in one's field is a generally accepted necessity for moving up the career ladder. As a result, countless speed reading courses and methods flourish as as-