ABSTRACT
How should teachers be taught to teach reading? This question has received little attention from the reading research community. Reading researchers have attended to the reading process, drawing inferences and conducting studies to test their theories. Relatively few researchers have asked questions about the processes that teachers go through as they learn and continue to learn to teach reading. We sense, however, that reading researchers are beginning to turn their attention to this crucial question. Many reading researchers are involved in teacher education programs and are frustrated by the lack of empirical evidence to guide decisions about programs, curriculum, and instruction. Further, across the United States, schools of education and teacher education programs are the focus of policymakers and legislators, and educators need to respond to their pressures and queries with empirical knowledge. Moreover, researchers in teacher education have argued persuasively, and reading educators are beginning to listen, that teaching is more than using "best practices," good classroom management, or certain material.
