Author appraises reading programs using computer assisted instruction effectively and looks at their advantages. (HB)

A discussion of the computer-assisted instruction program in initial reading at Stanford University. The program consists of eight parts or strands that help the students learn the alphabet, a sight-word vocabulary of 700 words, spelling patterns within words, phonetic structures and comprehension of semantic categories and sentences. (Author)

How one teacher successfully conducted an individualized program in an inner-city school. (Editor)

Article focuses on the learning of specific reading skills; discusses procedures for identifying individual needs, and ways to set up and keep individual pupil records; and cites sources (of). . .more detailed ideas." (Author)

Maintains that traditional summer reading assignments discourage students' pleasurable responses to reading; based on a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 29, 1969). (RD)

States that the effective curriculum synthesizes objectives, subject matter, and student experiences. (Author/SW)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Discusses the practice of language experience and individualized reading to better understand the methodology of these approaches. States that the fundamental principle is that each teacher must utilize some aspect of the internal world of the student. (MG)

This practicum was designed to provide a setting where negative attitudes toward reading in eight eighth-grade literature students (in a small private school in a large southeastern city) would be modified. The practicum aimed to provide students with regular opportunities for successful experiences in reading, and to promote the enjoyment of…

The report presents evaluation data on a program to provide remedial reading instruction to eligible handicapped students in public and nonpublic schools. Students received individualized, diagnostic prescriptive instruction from a program remediation team consisting of a reading teacher and paraprofessional assistant, as well as from their…

Teachers, principals, and supervisors must become thoroughly familiar with innovations in the teaching of reading, and these new approaches should be evaluated thoroughly before being introduced in an elementary school. A quality reading readiness program might include the use of experience charts in which students propose experiences from a…

Planned, individualized vocabulary instruction is an essential ingredient of developmental reading classes, and deserves special attention, since expanding word knowledge is the one area related to reading comprehension in which student progress can be directly observed and measured by the learner in daily or weekly increments. The two factors…