THE EFFECTIVE READER SHOULD DEVELOP WORD ATTACK SKILLS, AN ADEQUATE VOCABULARY, AND THE ABILITY TO ADJUST READING RATE TO THE PURPOSE FOR READING. THESE SKILLS ARE INTRODUCED AND REINFORCED AT EVERY GRADE LEVEL WITH INCREASING DEGREES OF REFINEMENT FROM YEAR TO YEAR BY BOTH READING TEACHERS AND CONTENT AREA TEACHERS. LESS OBVIOUS BUT EQUALLY VITAL…

A study compared the amount of time spent in reading at different grade levels between 1961 and 1985, specifically examining the differences in time allocation practices for formal reading and for other reading, and the ways in which these practices compare in different geographic regions during these years. The 1961 study obtained data from 1,224…

THE FOLLOWING PRINCIPLES FOR CONDUCTING COLLEGE-ADULT READING PROGRAMS WERE IMPLEMENTED IN THE WESTERN MICHIGAN UNIVERSITY READING PROGRAM--(1) THE TEACHER MUST STIMULATE, INFORM, AND GUIDE, (2) EVERY STUDENT SHOULD KNOW HIS OWN READING ABILITY AND SELECT FOR HIMSELF THE READING SKILLS HE NEEDS, (3) THE STUDENT SHOULD UNDERSTAND THAT HE CAN…

Social studies teachers must take a role in promoting long-term literacy as part of schoolwide efforts in all subject areas to motivate students' independent reading. This may be accomplished by: (1) including literature as part of the instructional program, to support recurring themes in history (such as "in quest of freedom") or to…

A longitudinal study examined the classroom environments in which 30 children learned to read. Over the first four years of the study, data were collected on how the children's third, fourth, fifth, and sixth grade teachers taught reading and other subjects, the kinds and numbers of books that the children had available to read, the functions of…