[Graduate Reading Teacher Education.]

Overview & Synopsis

In this issue of "Epistle," contributors focus on different areas of professional concern related to graduate programs in reading teacher education. The first article reports the results of a survey of 85 journal editors regarding articles acceptable for publication and considers the implications of journal practices upon authors. In the second article, three graduate students describe their efforts to establish a student-managed graduate seminar, while in the third article the authors discuss a research-oriented approach to determining what should be taught in reading education courses. The author of the fourth article contends that teacher education is responsible for the current situation found in public school reading education. Regular features of "Epistle" include a list of job vacancies, brief notices concerning items related to reading education, and information about contributing authors. (JM)