Evaluates the characteristics common to most reading programs and offers suggestions for keeping a program a learning rather than a testing situation. (HTH)

An innovative program to improve reading skills is described in this article. (JD)

This paper offers suggestions in the form of six guidelines on how the teacher can build toward reading maturity in the classroom. The first guideline urges the teacher to remember that reading necessitates a total complex thinking process, one which will prevent persisting at one level of instruction longer than is necessary. Secondly, students…

From 1976 through 1979, Shelby County, Tennessee, schools participated in a Right to Read Special Emphasis project. An experimental and a control school were used, in which more than 50% of the pupils read one or more grades below level. The project included the use of reading specialists, a structured reading system (DISTAR), a summer reading…

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)

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)

Twenty third-grade children, all of whom scored below 90% accuracy in word recognition and comprehension at grade level, served as subjects in an investigation of the effects on reading fluency of four attentional activities: repeating directions, listening to a story paced or stimulated at 225 words per minute while reading the story, learning…

The article explains how elementary teachers can strike a balance between whole language and traditional approaches to reading instruction, describing successful programs and sharing several teachers' suggestions for combining the two methods in the classroom. A list of reading resources is included. (SM)

Describes and evaluates several methods for teaching reading that can involve the parent in the child's reading development. Concludes that a program involving paired reading in its purest form is the best method. (SRT)

Focusing on reading comprehension instruction at the word, sentence, paragraph, and larger unit levels, the articles in this volume were drawn from a variety of sources. The three articles in the first section deal with theoretical bases and conceptual concerns. Specific topics covered include the argument for a discourse analysis model, the…