From the Editors...

Since its inception in 1999, OhioReads has provided school and community grants resulting in over three million hours of volunteer tutoring in Ohio school and community programs. What have we learned from this ambitious undertaking? A team of literacy experts from Kent State University begin this issue with a study that shares "lessons learned from successful schools." Their study is followed by Dorothy Leal's informational analysis of the "characteristics of successful literacy tutoring." Barbara O'Connor completes this set of articles by describing how she integrated different instructional programs to design a unique tutorial for a first-grade student.

We move then to a set of articles that focus on older readers. Allison Baer writes movingly of the challenges faced by middle school teachers whose students often can, but won't read. Helen Hoffner shares the story of a secondary student who "can't read the textbook." An innovative use of the popular Language Experience Approach brings social studies to life for him. Pamela Halsey discovers some surprising results about self-efficacy in a study of seventh grade language arts students.

Literature is always a source of joyful reading at all ages. Two articles focus specifically on the power of literature circles. Denise Stuart explores the richness of peer-led discussions and Jean Loffredo shares practical insights about how to implement this powerful instructional strategy. Susan Hayward advises teachers who want to host an "author visit" in their classrooms. We move next to our youngest readers. Gail Smith describes "wordless" picture book activities that build critical thinking and Rebecca Strimple looks closely at how a beginning speller grows in a Writer's Workshop.

No Child Left Behind and its literacy component, Reading First, are federal initiatives that will have an enormous impact on Ohio education in the years to come. Do not miss an important update from International Reading Association's Jerry Johns and Cathy Roller who note that, "it is possible under the law to deliver both very good and very bad instruction." Warren City Schools boast "very good instruction," thanks in part to the Literacy Collaborative from Ohio State University. Read about Warren City's successful district-wide professional development initiative.

With this double issue, we end our stint as ORT editors. When we began in 1997, we set two goals: "to share with each other across grade levels and job descriptions" and "to highlight issues and practices of special interest to Ohio educators." We thank our Editorial Board and all those whose excellent manuscripts helped us meet our goals. We thank Judy Hendershot and Jackie Peck for keeping us informed about the best books and the newest legislation. Don't miss their final columns! Finally, we thank our readers: Your wisdom, energy and commitment enrich the lives of Ohio students.

Amy R. Hoffman

John Carroll University

Evangeline Newton

The University of Akron

Copyright Ohio Council of the International Reading Association Fall 2003-Spring 2004
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