Two reading programs, one on the elementary level and one on the secondary level, are presented. Individualized reading is recommended as one phase or strand of the total reading program. The elementary program used in a third-grade heterogeneous class in an Iowa elementary school is described as an example. Incorporated in the program are oral…

Eight papers presented at the conference for elementary language arts and reading teachers at Indiana University are presented in this bulletin. The papers have been organized to parallel the order of their presentation: "Using Beginning Reading Materials to Individualize" by Theodore Clymer; "Oral Language Misuses" by Kenneth Goodman; "Diagnostic…

This is a booklet in the Project IDEALS series which deals with the teaching of reading skills. It generally describes what reading is and what the basic principles of a reading program are. Various methods and approaches to teaching reading are listed; they are the language experience approach, phonic methods, the linguistics approach, programmed…

This paper identifies and discusses the variables that influence the success of an individualized reading program: the personnel, pupils, and materials. Variables related to personnel include the teacher's attitudes, beliefs, competencies, and skills concerning individualized instruction. Although research has not yet clarified what type of child…

Conditions under which children learn to read with comprehension are explored; it is argued that the environment of the school must be graded in accordance with the thinking level of children and individualized so that children have different paths available to achieve common understandings and skills. (Author/DS)

Describes a way in which a microcomputer can be used as a basis for individualized instruction in reading and word meaning. (FL)

Describes a program which uses learning centers and a task-completion approach to teach students with reading difficulties. (KS)

Reports a study of the reading likes and dislikes of 900 fourth, fifth, sixth, and seventh graders. (RD)

Argues that teachers can make silent readers first if a premium is placed on doing so; fluency in oral reading will then follow naturally." (Author/SW)

The innovations of nongrading and individualized reading are altering and broadening the role of the librarian. The teacher and librarian roles are merging, bringing materials and children together. (Author/JB)

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Describes a viable method of reading instruction that can be utilized by the small school teacher to lead 20 or 30 individuals to common goals and objectives at unequal rates. (AH)

The long term effects of the Individually Guided Education (IGE) program on elementary school grade equivalent reading achievement scores were investigated using cohort analysis in four elementary schools. Results indicated that local attributes affected reading scores more than the IGE program. (JKS)