A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to increase program requirements within their institutions and to work with states to increase certification requirements sufficiently to dis seminate advances in knowledge of reading and writing processes and thereby improve educational practice.
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