A reading system built on whole group instruction, in this case a second-grade reader, often cannot meet the needs of individuals. Author, a second-grade teacher, resolved the dilemma by finding a way to use the basal reader with an individualized approach. (Author/RK)

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

A comprehensive ESEA/Title I program of small-group reading instruction for 500 elementary school children is described, and the results of this Intensive Reading Instructional Teams program are presented. Decoding, comprehension, vocabulary development, and independent reading are emphasized as a part of the team approach. Successful activities…

The six tables in this report rank the combinations of reading materials used in the classrooms of 34 elementary schools of Washington, D.C., during the 1976-77 academic year. The data are based on teacher reports about first through sixth grade students for whom there were both pretest and posttest scores. The tables indicate that a wide variety…

This paper briefly describes four early childhood education philosophies (cognitive-interactionist, behaviorist, affective-interactionist, and developmental-maturationist). Each philosophy is briefly reviewed to provide understanding of its application to an appropriate curriculum model. A reading program congruent with each philosophy and model…

This document is a brochure published by the South St. Paul Public Schools describing some of the results of a questionnaire-survey of over 200 teachers in Minnesota using Sullivan's Programmed Reading in the primary grades. The brochure is composed of (1) an introductory section which discusses the premise of programmed reading; namely, the…

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…

This publication contains pa ers contributed to the fifth Perspectives of Reading conference of the International Reading Association which focused on the teaching of beginning reading. The following approaches are described and evaluated: (1) individualized reading, (2) basal reading, (3) linguistic approach, (4) phonics approach, (5) new…

The criteria used to compare the effectiveness of the individualized and basal reader approaches in this study were based on vocabulary, comprehension, and attitude toward reading as well as the number, type, and difficulty of books voluntarily read during second grade. Near the end of kindergarten, children in three schools were randomly assigned…

The guide to Individualized Reading Instructional System (IRIS) provides information helpful in establishing, operating, and maintaining a reading instructional program meeting adult basic education needs. IRIS systematizes the use of commercially published reading instructional materials for self-pacing, individualized, or independent learning.…

The purpose of this study was to investigate whether there were significant differences in the reading attitude and reading achievement of first grade children in open concept classes which utilized an individualized language experience approach to reading as compared to children who were instructed in basal series in more formal classes. The…

Communication Skills Through Authorship (CSTA) is an initial and early reading program designed to complement any basal reading plan and based on the premise that a child will learn best to read what is important to him personally. Begun in Idaho schools in 1969-70, the program encourages each student to tape record many impressions, stories, or…

This book is a collection of speeches and articles written by the author relating to her teaching experience. Some of the titles and topics include: "Look, Mr. and Mrs. Parent" (1945), which discusses and contrasts the old teacher-dominated school with the new pupil-oriented school; "Structure of Creativity" (1953), a…