Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

Discusses the practice of language experience and individualized reading to better understand the methodology of these approaches. States that the fundamental principle is that each teacher must utilize some aspect of the internal world of the student. (MG)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

Describes a joint literacy program between Drexel University in Philadelphia and the Center for Literacy which is based on three nonintrusive instructional procedures: the language-experience approach, individualized reading, and expressive writing. Presents case studies of three adult learners. Evaluates the program's effectiveness. (SR)

The first article describes the whole language approach as an outgrowth of individualized reading and the language experience approach, which encourages students to read books about their own interests, regardless of their reading levels. The second suggests ways in which media specialists can contribute to the planning and implementation of whole…

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)