The objective of this project for kindergarten through fifth grade is to interest public and private educational institutions in the systematization of elementary school reading programs. Facets of Systems Directed Reading (SDR) include the use of a differentiated staffing pattern; experienced language arts unit leaders guiding and directing all…

This booklet begins with a rationale for a strategy for structuring reading activities in the English classroom in order to facilitate growth in reading ability and to accommodate students with varying initial levels of achievement. Specific suggestions are provided for prereading activities, the reading itself, and postreading activities. A…

The major purpose of this study was to relate individual differences among selected Suffolk University freshmen to their ability to succeed academically through a reading study skills course which utilized a teacher-directed approach and a student-directed approach. The subject were 87 students from a freshman class who had graduated in the bottom…

A four-week course in reading comprehension which attempts to provide students with a repertoire of techniques to use when they encounter difficult reading passages is described in this paper. At the end of the course, students must demonstrate their ability to skim a short reading passage and write a one-sentence summary of its central theme and…

Outlines instructional implications of a theory of reading comprehension that holds that a transaction takes place between reader and text during which the reader derives meaning from printed marks based on personal experiences. (AEA)

Emphasis is placed on the need for and techniques in the development of critical reading at the primary level. The following steps for teaching reading as thinking and as acquiring ideas are presented: (1) developing purposes for reading, (2) developing habits of reasoning, and (3) developing habits of testing predictions. Underlying principles…

An experiment tested the efficacy of "discovery learning" in a school setting. Fifty-two bright children ages one to seven were randomly divided into two groups: a discovery learning, non-directed group and a guided learning, teacher-directed group. After both groups had spent eight months using an individualized "talking…

Individualized reading is important to students in both elementary and secondary grades because it provides opportunities for them to find pleasure in reading, to internalize reading skills, to develop the reading habit, and to mature in book choices. Such programs are not intended to teach reading skills, but, if initiated at the elementary…

The basic classroom reading program and the English as a Second Language Program (ESL) in the elementary school are related, yet a gap exists between them. It is suggested that the gap can be bridged in several ways: by bilingual education, through an individualized language experience approach, and by a process called "Bridge English." Bridge…