Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Argues that kindergarten reading programs should do the following: (1) be structured but not formal; (2) be developmentally appropriate; (3) focus upon broadening each child's experiential base; (4) foster each child's desire to become literate; and (5) provide an environment rich in printed materials and opportunities to use them. (FL)

Reports extensive observations of a whole language program in two first grade classrooms that support whole language instruction. Outlines the advantages and disadvantages of the approach for both students and teachers. (FL)

The basic thesis of this book is that reading is not a passive process by which people soak up words and information from pages, but an active process by which they predict, sample, and confirm or correct hypotheses about written text. Part One of the book examines the reading process and reading instruction, and it contains chapters that deal…

Studies the middle level reading programs in the midwestern states to determine which areas received the most emphasis within five separate categories: instruction, approach, comprehension, materials, and activities. Finds that typical midwestern reading programs focus primarily on developmental instruction, emphasize a traditional skills approach…

An instructional system designed to implement the objectives of the Southwest Regional Laboratory (SWRL) Reading Program is currently under development. This document defines the program objectives, content, content sequence, and pedagogical strategies for each outcome area. A description of the program's instructional activities, their sequence,…

Designed for use by California educators responsible for reading instruction, this booklet (1) provides the basis for development of criteria for materials selection, (2) serves as a resource for inservice training, (3) furnishes guidance for developing reading curricula, and (4) establishes guidelines for aiding program and personnel evaluation.…

Following a discussion of the characteristics of an ideal reading program, this paper presents a comparative analysis of two reading programs--one a teacher-created tradebook program and one a commercially prepared basal reader program--and measures them against the ideal. The paper analyzes the programs in terms of the following characteristics:…

The Chicago Mastery Learning Reading Program (CMLRP) discussed in this report is a method of instruction based on the mastery learning model developed by University of Chicago professor Benjamin Bloom. The report describes the procedures and results of an evaluation of the program's effects on reading achievement, information related to the…

Reading teachers should be flexible enough to adapt to varying situations that they encounter when they are asked to develop school-wide reading programs. Under ideal conditions, the faculty and administration are enthusiastic volunteers who accomplish the bulk of the reading program's objectives in their classrooms, allowing the reading…

A strategy for decision making in the design of reading instruction is suggested in this paper. Decision categories, or "junctures," are anticipated, and a set of principles is developed as a guide to selection and sequencing of program tactics. Included in the discussion is an analysis of the problems inherent in decision making, an examination…

Describes a "Talents Unlimited" program, based on the work of Calvin Taylor, that was used successfully in a class of fifth-grade remedial readers. Includes some of the activities devised by members of the class. (FL)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)