A good reading teacher:

Finds readings that will motivate students to read

Represents English as a gateway to a world of information and opportunity, and shows that to students

Finds or makes readings that are the appropriate level; works with curriculum designers to provide textbooks that aren’t limiting or narrow

Knows about students’ native language, background experience, reading experience, overall goals, and ability to put time in outside of class…

Knows what aspects of the English sound-spelling correspondence are most difficult and frustrating, and helps students overcome this barrier

Knows what in a reading will be difficult for students

Maximizes the amount students read, in class and outside of class

Is aware of different learning styles and how to maximize student learning by reaching students in different ways

Assesses regularly and effectively, using different methods, giving students different ways to learn

Integrates reading with other skills effectively, so that students spend as much time “in English” as possible

Holds students accountable for learning vocabulary steadily, accurately and effectively over time, keeping in mind their changing needs as they reach upper levels

Notices and handles effectively students with reading disabilities and other reading problems

Uses new technology effectively, keeping in mind what students will need, as well as giving them new opportunities to learn