A MODEL READING APPROACH TO INCREASE THE QUALITY AND QUANTITY OF READING INSTRUCTION IN THE CLASSROOM IS PRESENTED. THE CRITERIA OF GOOD TEACHING METHODOLOGY ARE THAT PROGRAMS SHOULD MEET INDIVIDUAL STUDENT NEEDS, THAT A PROGRAM'S LEVEL OF CONTENT SHOULD BE TAILORED TO THE INDIVIDUAL STUDENT'S LEVEL OF CAPACITY AND ACHIEVEMENT, THAT THE SPEED OF…

BASED ON "COLD DATA," SOME CONCLUSIONS ABOUT THE PROBLEMS OF TEACHING READING TO SOCIALLY DISADVANTAGED CHILDREN ARE LISTED AND BRIEFLY DISCUSSED. AMONG THEM ARE THE FOLLOWING--(1) MOST OF THESE CHILDREN ARE RETARDED READERS, BUT THEY LEARN TO READ IN SPITE OF, AND PRIOR TO THE SOLUTION OF, THEIR PSYCHOSOCIAL PROBLEMS, (2) WORD ATTACK SKILLS…

INCLUDED ARE CASE DESCRIPTIONS OF TWO RETARDED READERS WHOSE ORAL READING SCORES WERE TWO GRADE LEVELS ABOVE PLACEMENT, A DESCRIPTION OF CLASSROOM TEACHNIQUE THAT TEACHES WITH A 25 TO 1 PUPIL-TEACHER RATIO, AND A DISCUSSION OF THE PSYCHOSOCIAL IMPLICATIONS OF DIFFERENTIATING INSTRUCTION TO MEET INDIVIDUAL NEEDS. CLASSROOM ACTIVITIES SHOULD BE…