The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

In order to investigate characteristics of the implementation of objective-based approaches to reading instruction and to isolate problems in such implementations, a questionnaire was sent to over 100 schools that were implementing the Wisconsin Design for Reading Skill Development. Responses from 61 school districts were used to obtain…

Over 150 teachers from five western-central states completed questionnaires on their experiences with individualized reading (IR). Most of the respondents were familiar with IR and had used it at least limitedly in their classrooms. They praised IR's advantages as generating greater student interest, allowing for self-paced progress, and…

A project was undertaken in 1965 in 3 elementary schools in Wayne County School District, Utah, to determine if students entering small, rural schools have cultural disadvantages and, if so, to develop materials and procedures to meet such deficiencies. Pretesting revealed significant differences in vocabulary development and experiential…

For 6 years, three intensive reading instructional teams (IRIT's) provided intensive small-group reading instruction to school children within Hartford's validated target areas. A total of 363 children were assisted by the overall program. The centers also provided facilities for the diagnosis of reading problems, for team teaching, language…

The Reading Improvement Project in the Cleveland Public Schools, evaluated here, provides individualized instruction to pupils in grades 1-3 who are functioning at or below the 33rd percentile on the Stanford Diagnostic Comprehension subtest or the Metropolitan Readiness Test. The project supplements regular reading instruction by providing…

The objectives of this reading program, funded under Title I, Elementary Secondary Education Act, were as follows: (1) students (grades two through seven) shall show an average gain of one month's growth in total reading for each month of participation in the program; (2) third grade students shall score an average 80 percent efficiency on…

Cites advantages of a Directed Individualized Reading program, including ways such a program can shape the reading curriculum to meet students' needs and interests. Discusses how educators can help students select the best books, can establish and evaluate the program, and can get students to carry reading beyond the classroom. (FL)

Individually Guided Education (IGE) is a complex instructional system intended to enable the elementary school to provide an environment where students learn at a rate and in a manner appropriate to their learning styles. This desriptive study concerns the implementation of the Pre-Reading Skills Program (PRS) which was created to be compatible…

The purposes of this individualized reading program were to generate greater interest and enthusiasm in reading, to provide specific help to individuals who were weak in reading, and to improve reading skills. Innovations included special materials in all classes and the establishment of a remedial reading class. Although scores on an attitude…

Development of the Individualized Reading Skills and Social Science Program (IRSS) is described. This curriculum begins when most children start to read. If a child cannot read the page, the curriculum provides supplementary listening passages and readiness training assessment. Each child begins at his level of progress. The general structure of…

A study examined differences between a prescriptive individualized approach to literacy instruction in adult basic education (ABE) settings. Six ABE classrooms participated in the study with four continuing traditional literacy instruction and two providing whole language-oriented literacy instruction. Average attendance per session was 12 adults.…

"Helping One Student to Succeed" (HOSTS) is a nationally validated Chapter 1 exemplary program adopted by 24 schools in the Portland School District (Oregon) during 1984-85. Designed to help low performers learn to read by providing individualized instruction on a one-to-one basis through the use of volunteer tutors, HOSTS served 833…

The Appalachian Education Satellite Project (AESP) is designed to apply communications satellite technology to the task of improving education in Appalachia. Data were gathered about attitudinal responses of the students, site coordinators, and college faculty consultants to the various components of the course Diagnostic and Prescriptive Reading…

AN INTERIM REPORT OF A 3-YEAR LONGITUDINAL STUDY COMPARING INDIVIDUALIZED AND BASAL READING PROGRAMS AT THE PRIMARY LEVEL BY THE LAKESHORE WISCONSIN CURRICULUM STUDY COUNCIL IS PRESENTED. DIFFERENT APPROACHES TO MATERIALS, PROCEDURES, GROUPING, AND SEQUENCE AS INTEGRAL PARTS OF THE READING PROGRAM WERE EXAMINED. INDIVIDUALIZED READING WAS DEFINED…