The purposes of this article are to discuss several approaches to reading instruction and to explore how students' learning-style preferences impact upon their achievement. The authors recommend learning-styles specific interventions to guide all students in their journey to literacy. (Contains 3 tables and 1 figure.)

Presents a plan for developing a reading prescription that includes diagnosing the reading difficulty of students, listing objectives, holding conferences with students, applying directed instruction, providing self-directed practice, evaluating, and resetting goals. (FL)

Discusses problems in conducting and interpreting educational research results. Discusses weaknesses of cooperative learning and heterogeneous grouping. Suggests that good schools of the future will be where all pupils attain as much as possible. (RS)

Details a study designed to test whether it was possible to decrease the predictive validity of the Metropolitan Readiness Test when students were grouped for reading instruction. (FL)

Discusses study conducted to determine whether early elementary children identified as poor readers changed status within three years and to assess the effects of remedial instruction. (JM)

Describes the ways key issues in whole-language implementation were handled in Tennessee's pilot program. Offers a framework for encouraging teachers to look closely at the advantages of whole language without squeezing them between a rock and a hard place. (RS)

Presents survey information from 613 elementary school principals in the southeastern United States as to how their schools are organized and what grouping strategies are used. Considers multi-aged grouping and inclusion. (SR)

Finds that children in a whole-class reading program significantly exceeded students' reading in a basal reader control group taught in ability groups. Shows that whole-class instruction effectively accommodated both at-risk and high ability students. (SR)

Discusses six steps backward in public elementary schooling: behavior modification, decoding skills, individualized instruction, mastery learning, grouping, and teaching basics. (SR)

Asserts that to implement successful literature groups in which students discuss their responses to a common piece of literature they have read, a teacher must consider setting an appropriate classroom environment, choosing quality literature, forming heterogeneous groups, selecting reading schedules, teaching diverse methods of responding,…

Describes a stimulating one-day reading program in which 209 students divided into four groups according to their interests in a particular literary genre and spent an entire day reading a paperback in that category to each other. (RW)

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)