Aaron, P. G., Joshi, R. Malatesha & Quatroche, Diana (2008). Becoming a Professional Reading Teacher. Baltimore: Paul H. Brookes.

Pages: 360     Price: $59.95     ISBN: 978-1-55766-829-5

As a comprehensive guide to the dynamics of literacy, Becoming a Professional Reading Teacher, provides preservice teachers with the skills, knowledge, and strategies needed to become effective reading teachers. Free from complex terminology, this textbook provides research-based instructional methods and programs to (a) teach and develop literacy skills (i.e., phonemic awareness, comprehension, and word recognition), (b) attain skill mastery, and (c) assess student progress through formal, informal, and qualitative testing. The authors discuss factors that influence literacy acquisition and provide strategies to teach students with learning deficiencies.

Each chapter begins with a brief summary and a list of the main ideas. These main ideas are followed by a series of questions preservice teachers will be able to answer after reading the chapter. Throughout each chapter, important terminology is italicized and/or printed in bold. The authors use examples to demonstrate discussed topics, and provide additional sources to expound upon various instructional techniques. Chapters end with a list of assignments, such as observations, journal readings, and hands-on projects; in which preservice teachers can apply the skills and knowledge acquired from reading the chapter.

Overall Becoming a Professional Reading Teacher adequately prepares preservice teachers for many of the challenges they will encounter while teaching literacy skills to their students. To further enhance its adequacy, the text should be accompanied by a supplemental aide (i.e., practice book, activity book, etc.) that expands on the instructional strategies and assessment practices necessary to meet the needs of students who have exceptionalities. With inclusion in full swing, future literacy teachers could benefit greatly from instructional material that assist them in teaching reading and writing skills to the special education population.

Reviewed by Chastity Wilson, a doctoral student in the Department of Special Education at Southern University A&M College in Baton Rouge, Louisiana. She is a middle school special education teacher and a member of the Research Association of Minority Professors and Louisiana Middle School Association.