Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…

Reading instruction often does not focus on appealing to student interests, offering choice, or responding to the needs of advanced readers. In this experimental study, we examined the effects on achievement of an instructional approach involving choice, differentiated instruction, and extensive, supported, independent reading, with corresponding…

An elementary school principal refutes each reason," concluding that this is a better way to teach reading." (Author/SP)

Lists 115 master's theses, 90 of which were written since March 1963. (SW)

A pilot program, established at Griffin Creek School (Medford, Oregon) from September 1970 to June 1971, consisted of five Laubach-trained volunteer reading tutors, an experimental group of five fifth- and sixth-grade boys, and a control group of eighteen boys and girls in a regular classroom. The experimental boys, reading at a second- or…

Accountability can be applied to reading instruction by matching instructional intent to the results in terms of observable learner accomplishment. An approach to accountability, based on Bloom's concept of student mastery of subject matter, consists of six components which the student passes through in the reading instructional process: (1)…

A description of the use of the Reading Instructional Packets and the Reading Activities Packets, a program for individualized reading instruction designed for use by students grouped on level of reading achievement rather than grade level, is given. The time allowed for each packet should depend on the materials to be presented, student…

Discusses how a teacher can incorporate several modern approaches to reading into a basal approach school reading program. (GB)

Describes a reading program designed as workshop sessions, using multi-level commercial and teacher- made materials, and emphasizing the positive accomplishments of the student. (TO)

Many individual activities are suggested to help children share books they have read. (JH)

The program outlined in this booklet is designed to provide a learning situation for each child which is free of peer and classroom pressure and in which the undivided attention of an adult is available during the learning activities. The main purpose of the program at the primary level is practice and mastery of skills introduced and taught by…

This paper delves into the concepts of individualized instruction at the elementary school level. Following an explanation of individualized instruction, the paper presents two differing points of view concerning how provisions can be made to individualize instruction: a) the patterned approach, which emphasizes the logical sequence involved in…

The act of reading is holistic and involves acquisition of facts, concepts, and generalizations. With Instructional Management Systems (IMS) and state mandated testing, however, reading too frequently becomes a means of appraising the achievement of students in acquiring word recognition skills as well as diverse comprehension abilities. School…

This study was conducted to determine the effects of individualized reading as a literature teaching method in the secondary school. Seniors in two high schools were divided evenly into three groups, each group having 65 students representing four levels of ability to interpret literary materials. The experimental group was assigned to two…

This study was conducted in an elementary school where the Wisconsin Design for Reading Skill Development had been implemented and developed for several years. Its aim was to determine what happened to individual children during reading instruction when the Design was being systematically used. A case history approach was used, and the school was…