This article begins by explaining the student centered learning paradigm. Next, the article explains various features of a student centered approach to education and how extensive reading (ER), as it is most often practiced, fits with those features. The bulk of the article suggests how ER might be implemented to make it even more learner centered.

This article explores the digital reading preferences and strategies used by preservice teachers when reading an e-textbook in a literacy methods course. The use of e-textbooks is becoming more prevalent due to an increase in access to mobile devices, acceptance of e-books in general, and the high cost of print textbooks. To ensure comprehension,…

Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert…

Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older…

This article describes a new approach to reading; emphasis is placed on emotion provoking words. (BB)

Examines three aspects of individualized reading instruction programs and concludes that, although individual programs vary greatly, every child needs personal attention to progress and grow in ability to read. (JM)

The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)

Designed as an introduction to individualized reading instruction, this pamphlet considers the purpose of individualization, implementing individualized instruction, facility changes, diagnosis, evaluation, and individual student needs. The four appendixes feature samples of a student record, a student plan sheet, a teacher record, and a teacher…

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…

The purpose of this diagnostic-prescriptive reading system (DPRS), proposed by Palm Beach County and the Florida Atlantic University and sponsored by the Florida Department of Education, was to provide classroom teachers with resources which would enable them to more effectively meet the individual reading needs of their students. This report…

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)

AS ONE MEANS OF TEACHING LITERATURE, INDIVIDUALIZED READING HAS PROVEN PARTICULARLY EFFECTIVE IN STIMULATING STUDENTS TO READ ON THEIR OWN--AS AN EXPERIENCE RATHER THAN AS AN EXERCISE. INDIVIDUALIZED READING IS A TEACHER-GUIDED PROGRAM IN THE READING OF FICTION WHICH ALLOWS THE STUDENT TO CHOOSE WHAT HE READS OVER A CONTINUOUS PERIOD OF TIME.…

The purpose of this study was to determine the effect of inservice training in individual reading conferences and interaction analysis on the individual reading conferences conducted by elementary school teachers in the intermediate grades. Fourteen public school teachers were divided into an experimental and control group. The experimental group…