An approach to teaching based on the English infant school where "youngsters aged from five to 10 work in specially adapted, child sized environments, doing whatever they want. Part of a longer special report which is available from: Grade Teacher Reprints, 23 Leroy Ave., Darien, Conn. 06820 (No. 91291, 75J) (Author/AP)

Concludes that, as it is commonly practiced today, round robin oral reading is merely a vehicle for assessing accuracy in calling words. Argues that such a purpose can be achieved better on a one-to-one basis between teacher and student. (FL)

Focuses on one procedure in whole-language reading instruction--individualized reading. Pinpoints a need for an adequate supply of appropriate library books to read and opportunities for pupils in a committee to have a group conference with the teacher. Cites selected issues that need resolving when heavy emphasis is placed upon phonics…

A self-paced reading skills program was designed to boost the reading ability of seventh- and eighth-grade students. The study correlated students' independent reading levels with science grades. Techniques included guided reading, context clues and cloze activities. Over six months, reading levels increased 1 to 5 grade levels; science grades…

This study involved fourth grade children as co-researchers of their engaged, aesthetic reading experience. As members of the "Readers as Researchers Club," they documented their engagement with text--how they create, enter, and sustain the story world. The children, who self-identified as avid readers, explored the activities central to their…

This teaching unit describes an elective reading course for high school students incorporating the goals and methods of writing across the curriculum. Students choose the books they want to read and read in class at least two days each week, and write a brief journal entry at the end of the class period. Students also have the option of writing a…

In order to equalize educational opportunities, individualized instruction in the beginning reading program is suggested. Children should have equal opportunity but not identical instruction. Reading readiness, as determined by reading skills, and reading interest should determine when instruction begins, whether it is kindergarten or the third…

THE LANGUAGE ARTS PROGRAM IN AN ELEMENTARY SCHOOL CLASSROOM CAN BE INDIVIDUALIZED BY ANY TEACHER WHOSE PUPILS HAVE ACQUIRED CERTAIN BASIC SKILLS IN READING AND WRITING. WORKING WITHIN ONE LARGE BLOCK OF TIME DAILY, THE LANGUAGE ARTS TEACHER FIRST ENSURES THE PROVISION OF WORTHWHILE INDEPENDENT ACTIVITIES WHICH WILL STIMULATE THE CHILDREN'S…

WHEN THEY INDIVIDUALIZE READING INSTRUCTION, TEACHERS SHOULD REALIZE THAT CHILDREN ARE VERY DIFFERENT AND THAT CONTINUOUS APPRAISAL OF EACH CHILD'S ATTRIBUTES AND NEEDS IS IMPERATIVE. TEACHERS SHOULD UTILIZE INFORMAL EVALUATIVE TECHNIQUES FOR APPRAISING GROWTH IN READING SKILLS. READINESS FOR BEGINNING READING IS DETERMINED BY OBSERVING PERSONAL…

Most content area teachers face a common problem--students who cannot read their textbooks or who do so with difficulty. Before they can provide help for such students, teachers must first try to understand the reasons why the students have reading problems and then they must find some way to teach subject content and reading at the same time.…

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…

Concern about typical early identification procedures used with kindergarten children to predict potential reading failure is expressed in this paper. A diagnostic procedure for screening kindergarten children and then prescribing an individualized program for each child is described. The screening battery--Prediction with Diagnostic Qualities…