Instructions on making a reading skills kit. (SP)

Individualizing instruction is not in itself the answer to the problem of teaching all children to read. With the development of many new materials and devices, problems relative to meeting the needs of each child may be compounded. There is danger that the child may become isolated from what should be a community of learners. Reading as a social…

The article describes a method for controlling certain linguistic variables during the process of teaching reading decoding to children with oral language problems. (CL)

The ideas provided in this book may be used in different types of reading programs, ranging from completely individualized programs to those that follow group organization. The first chapter presents a step-by-step plan for individualizing reading instruction, while the other chapters focus on broad skill areas--prereading skills, word…

Students' personal responses to literature provide the focus that makes a reading curriculum effective. Teachers can create a classroom that instills positive attitudes towards reading by providing a variety of reading materials, encouraging students to share responses, and by not using literature as a camouflage for teaching reading skills. (DF)

Individualized reading and mathematics programs in the United States and Canada were surveyed as a means of providing a report of successful programs for use by the Calgary, Alberta, schools. The report contains definitions of terms related to individualized programs, statements of rationale for individualized reading and mathematics programs,…

This paper describes the generation, implementation, and results of a personalized reading program operating in a conventional college classroom intended to create opportunities for students to learn how to learn, to direct their own learning, and to improve their reading and vocabulary skills. The contents include "Program Generation, which…

Chapters of this book on diagnostic-prescriptive reading instruction examine such topics as defining reading, language and reading, reading comprehension, assessing student progress and needs, visual and auditory discrimination and perception, visual memory of words, decoding word symbols, primary reading, creating interest in reading, critical…

This paper uses the term "informational books" in place of the label "nonfiction" and proposes that the difference in connotation might promote a change in students' attitudes toward content reading. Several examples of informational books and their use are provided, showing classroom teachers and librarians how to enhance learning while providing…

This document describes an elective course in individualized reading for secondary students experiencing reading difficulty, and it presents course objectives and reading materials. The contents are divided into four sections: "The Course" presents a brief history of the individualized reading program, examines the role of the librarian…

This book reviews research on the teaching of elementary reading and summarizes the research in such a way as to make it useful to the elementary school teacher. A number of methods and procedures of instruction are considered. The first chapter discusses when to begin reading and general topics related to teaching young children, and the second…

Thirteen papers from the 1971 Auburn University Reading Conference reported on various aspects of individualized reading, including informal diagnosis of reading skills, the role of oral and silent reading, classroom organization, media and materials for teaching reading, affective behavior related to reading, simulation games and their uses in…