The teacher needs to be well versed in the teaching of reading. There is content to read in each curriculum area regardless of the grade level taught. There also are clearly differentiated programs of instruction. Each is based on a selected psychological school of thought. Educators need to study and analyze each school of thought to see where it…

Noting that it is vital to pay careful attention to designing the reading curriculum, this document outlines the following issues: objectives in reading curriculum; learning activities; methods of teaching; assessment of student achievement; supervision in the reading curriculum; and philosophy of evaluation. Questions which arise pertaining to…

In order for necessary reform in the reading curriculum to occur, a great debate in the teaching of reading is needed. Instructional management systems (or mastery learning) with their measurable objectives should be compared with holistic philosophies in reading instruction. A holistic approach to reading instruction should be implemented.…

Emotions, feelings, and values are important in an individual's well being. If pupils possess quality attitudes, the chances are that cognitive objectives will be achieved well, as much as the individual can be capable of doing. The teacher needs to emphasize affective objectives in reading instruction. Learning opportunities to achieve objectives…

Leadership can improve reading curriculum in numerous ways. Teachers and supervisors show leadership in the way they decide how to teach and maintain students' attention; structure lessons; motivate students; give individualized attention; assess students; and solve problems. Reading supervisors provide leadership to students as well as teachers,…

Decision-making in reading instruction can be made by the classroom teacher or through scripted materials, such as teacher manuals. Teachers have undergone schooling and certification, and thus are qualified to make decisions concerning objectives of the curriculum, learning opportunities for students, and assessment methods. Programmed reading…

Formative evaluation emphasizes continuous assessment within a unit of study. There are many ways which may be used by the reading teacher to ascertain pupil achievement: teacher observation, a checklist of important reading behaviors, rating scales, anecdotal statements, teacher written tests, class discussions, self evaluation forms,…

Explores numerous procedures to evaluate a pupil's reading achievement. Discusses different evaluation methods including criterion-referenced tests; contextualism in reading; discussions in the reading curriculum; conferences with pupils; and using portfolios. Concludes that the best objectives, learning opportunities, appraisal procedures, and an…

Four goals of reading instruction are problem solving, securing ideas, achieving state mandated standards, and making decisions. These broad goals provide general direction for teachers in teaching reading. In order to apply reading to problem solving, a teacher may propose a life-like and important problem to students. The pupils then select…

Teachers must continuously appraise student progress in reading achievement. Techniques to facilitate this appraisal include (1) teacher observation, (2) checklists, (3) teacher written tests, (4) criterion referenced tests, (5) standardized tests, (6) rating scales, (7) anecdotal records, and (8) conferences. Once a comprehensive program of…

Interest is a powerful psychological factor in learning. Middle school students need to be involved in both selecting reading materials and choosing the method of appraisal. Approaches used need to encourage, not hinder interest in reading. Some student projects that have been used as evaluation tools are dioramas, pictures, pantomime, oral…