A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)

Describes how an elementary teacher can plan and manage directed reading, including selecting appropriate children's books, preparing a reading guidesheet for each, and conducting conferences with each student to reinforce reading comprehension and vocabulary development. (SJL)

The systems approach to learning used in the majority of classrooms today redefines reading as its component skills. Two different approaches developed by teachers to teach reading as the sum of its components are presented. (JN)

Individualized reading is important to students in both elementary and secondary grades because it provides opportunities for them to find pleasure in reading, to internalize reading skills, to develop the reading habit, and to mature in book choices. Such programs are not intended to teach reading skills, but, if initiated at the elementary…

Reading programs in 3 small elementary schools are discussed and evaluated by the teachers involved. The first and second programs involved individualized multilevel reading materials and reading labs. Testing indicated, and instructors felt, that students showed more growth than they had under former methods (especially the middle and top…

The basic classroom reading program and the English as a Second Language Program (ESL) in the elementary school are related, yet a gap exists between them. It is suggested that the gap can be bridged in several ways: by bilingual education, through an individualized language experience approach, and by a process called "Bridge English." Bridge…