Stresses single pupil-teacher interaction as an important aspect of the individualized reading program and lists pointers which can guide teachers in assessing a student's oral reading patterns and strategies. (JM)

Suggests restructuring the elementary school staff to better use each individual's talents and skills and to facilitate teachers' learning from one another. (TO)

Notes that teachers are now spending a great deal of time teaching reading skills and ignoring activities that encourage students to engage in the total reading process. Recommends techniques and activities designed to encourage reading for enjoyment and comprehension. (FL)

Describes an individualized remedial reading program where students choose their own reading lessons within a framework structured by the teacher. (TO)

Suggests methods for teaching gifted children to read that will not bore them or make them repeat skills they have already mastered. (MKM)

Argues that the ascertainment of reading levels based on number of errors is problem-creating and stresses the importance of Uninterrupted Sustained Silent Reading" for slow readers. (RW)

Discusses factors that must be considered before deciding on a reading skills management system. (MKM)

Describes a remedial reading program utilizing a systems approach in a learning laboratory. (MKM)