A reading system built on whole group instruction, in this case a second-grade reader, often cannot meet the needs of individuals. Author, a second-grade teacher, resolved the dilemma by finding a way to use the basal reader with an individualized approach. (Author/RK)

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

The purpose of this study was to compare student reading and vocabulary achievement of classes using a standard basal-reading series with the achievement of a class using the same standard basal-reading series and a computer-managed, teacher-support system in reading. The reading and vocabulary achievement growth of a sample of 40 classes of…

A comprehensive ESEA/Title I program of small-group reading instruction for 500 elementary school children is described, and the results of this Intensive Reading Instructional Teams program are presented. Decoding, comprehension, vocabulary development, and independent reading are emphasized as a part of the team approach. Successful activities…

The author explains that there does not exist one single method of teaching reading since there are different teaching styles and preferences of individual teachers; varied backgrounds, experiences, and abilities among children; and different school administration considerations. Five approaches for teaching reading are described. (1) The…

The research and development activities of Research and Instruction Units at four elementary schools in Madison, Wisconsin, during the 1966-67 school year are summarized. Individualization and motivation were the focal points of these projects; special attention was given to language arts. Neither of the language environment programs yielded…

This paper presented at the International Reading Association in Denver defines a basal reader series as an interrelated set of materials for teaching fundamental reading skills and attitudes, including not only traditional eclectic basal readers but also linguistic, phonic, and programed series. As new developments come to the fore in reading…

This working paper presents the background, justification, and development plan for a kindergarten program to identify and correct deficits in prereading skills. The program provides for individual differences in: (a) patterns of skill deficits, (b) rates of learning, and (c) degrees of assistance required. It is intended for optimal use in the…

The six tables in this report rank the combinations of reading materials used in the classrooms of 34 elementary schools of Washington, D.C., during the 1976-77 academic year. The data are based on teacher reports about first through sixth grade students for whom there were both pretest and posttest scores. The tables indicate that a wide variety…

In an attempt to determine the effects of the teaching-of-reading methods of individualized Reading and Basal Textbook on children's reading interests, frequency of reading, and actual book preferences, an inventory was administered to 396 boys and girls in grades four to six within two schools representing these reading approaches. It was found…

This paper briefly describes four early childhood education philosophies (cognitive-interactionist, behaviorist, affective-interactionist, and developmental-maturationist). Each philosophy is briefly reviewed to provide understanding of its application to an appropriate curriculum model. A reading program congruent with each philosophy and model…

A high versus low rationale approach in teaching reading to grade-7 students was tested. The high rationale included using a traditional basal series approach that emphasized the ability to identify "the reasons why of how to read" through rules or formulas. The low rationale approach deemphasized rules and formulas except as the need…