A modification of methods developed by Ashton-Warner for reading instruction has been used successfully in America at the kindergarten level for early reading instruction. (MB)

Describes a reading program designed as workshop sessions, using multi-level commercial and teacher- made materials, and emphasizing the positive accomplishments of the student. (TO)

Many individual activities are suggested to help children share books they have read. (JH)

This program, included in "Effective Reading Programs...," was begun in 1971 and serves about 300 students in kindergarten through grade 6. Three or four children from each class, who are identified by test results and/or evaluation by a teacher or a reading consultant as those most in need of remedial reading instruction, are selected…

Two questions involving individualized literature programs in relation to 10th grade English classes of middle or heterogeneous ability are the focus of this study: (1) to what extent do teachers individualize the reading of literature; and (2) when reading individualization occurs, how do teachers operate such a program? Procedures in four…

Current trends in secondary developmental reading programs have been encouraging. Research on the components of such reading programs is being done, and the results of this research are being communicated to teachers in secondary schools. Education programs in colleges and universities are becoming involved with the local school systems and their…

This investigator found and reviewed fifty-one studies reported in the literature on individualized reading between 1937 and 1971. Of this number, forty of these studies were controlled at least to the extent of using control groups. In twenty-four cases the results favored the individualized reading group. Only one author reported higher reading…

An elementary school in Texas has developed a program of reading instruction that immediately provides early readers with ample reading opportunities and materials rather than constraining them with "reading readiness" assessment. Initially, the absence of sufficient reinforcement material in the basal readers required increased amounts of reading…

The program outlined in this booklet is designed to provide a learning situation for each child which is free of peer and classroom pressure and in which the undivided attention of an adult is available during the learning activities. The main purpose of the program at the primary level is practice and mastery of skills introduced and taught by…

This program, included in "Effective Reading Programs...," was begun in 1970 and serves more than 26,000 students in grades 1-5 in 77 Fort Worth elementary schools. A diagnostic-prescriptive approach is used to teach reading to these students. A "Continuum of Reading Skills" sets forth a basic philosophy, a herrarchy of skills,…

One of the twelve exemplary programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program serves first through fifth graders in four inner-city schools with an individualized reading program, emphasizing the decoding process in the primary grades, and…

Nine commonly given objections to the principles and practices of individualized reading are answered by the author. There are forces within the schools today, the author says, who are working toward a change in the conventional reading program: students bored with routine and disinterested in the reading materials and teachers faced with teaching…

This paper, from the Workshop Center for Open Education, deals with the problems of recognizing and dealing effectively with reading difficulties. The introductory sections explain the problems of identifying the poor reader and define the concept of reading. The next section investigates the following biases that are prevalent in reading tests:…