Discusses a series of steps teachers can follow to provide help for students who are experiencing reading difficulty. (RB)

IN ORDER TO TEACH READING AS A THINKING PROCESS, TEACHERS SHOULD BELIEVE THAT CHILDREN CAN THINK AND CAN BE TAUGHT TO READ CRITICALLY, EVEN AT A VERY YOUNG AGE. THREE ASPECTS OF THE READING-THINKING PROCESS INCLUDE DECLARATION OF PURPOSES, REASONING, AND JUDGMENT. THE NATURE OF THE PURPOSES DETERMINES WHAT IS TO BE READ AND HOW IT IS TO BE READ.…

One of the programs included in "Effective Reading Programs...," this program's goals are to improve children's reading ability, to provide each child with an individually tailored instruction prescription based on diagnosed needs, and to involve the community in a democratic process of planning and helping. The program is operated in…

Based on recommendations of the Harvard Report on Reading, a 33-item instrument was sent to a small sample of school districts originally surveyed to see the amount of implementation a decade later. Because only a small sample was surveyed, the states are grouped into seven regions. Measures of implementation based on the percentage of…

This document contains a discussion of a sound reading program by Dr. J. Clair Morris; comments on the concept and teaching of reading by Vola Hancock; and reports from the exemplary schools visited by the Utah State Reading Advisory Council, including Lowell Elementary School, Webster Elementary School, East Elementary School, North Elementary…

Effective involvement in early reading instruction is predicated on the pupil's ability to scan, encode, and retrieve the appropriate visual/aural language information. This paper specifies these components for the purpose of providing input to a program that seeks to induce children to successfully and continuously participate in elementary-level…

Current research studies related to oral reading at the elementary level are abstracted and listed by author in Part I of this bibliography. Part II contains citations and brief annotations of documents published from 1900 to 1950. Entries deal with such aspects as improving oral reading ability, using oral reading as a diagnostic tool, and using…

GRADES OR AGES: Grades 1-8. SUBJECT MATTER: Developmental reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into six chapters. It is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the reading program are outlined in the first chapter. A list of specific skills to be…

GRADES OR AGES: Grades 3-12. SUBJECT MATTER: Remedial reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into several straight-text chapters. It is offset printed and edition-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the program are outlined in the first chapter. Subsequent chapters present a plan…

A description of elements that most reading experts would endorse as part of a sound instructional program in reading. (Author/MLF)

The author contends that the mastery learning model should be eyed cautiously as a risky way to teach reading and writing. (Author/MLF)

Suggests a variety of ways to diagnose and practice word recognition skills. (DD)

Discusses school budget allocations and suggests that small classes, more teachers (including interns and part-time teachers), and released time for teachers could be financially equated with fewer adminstrators, less need for supportive and remedial services, more effective teachers, and more proficient pupils. (JM)