Written for prospective and practicing teachers, this book is built on two major premises: firstly, that there are two broad categories of learners--inductive or traditional learners and noninductive or nontraditional learners; and secondly, that in order to prevent or remediate failure, all reading curricula must be modified to meet the needs of…

Intended to be of help to teachers who deal with students having problems in reading, this annotated bibliography examines research findings on the relationship between reading achievement and self-concept in elementary students. The introductory portion states the problem and the purpose of the study, as well as its limitations and organization.…

Argues that effective instruction for children with reading difficulties relies little on accurate diagnosis. Maintains that standardized reading tests can help identify children with reading problems. Asserts that children with reading difficulties would be better served by more instruction and less diagnosis. (CFR)

The orthodox view of reading as the accumulation of isolated skills continues to dominate classroom practice. Under this framework, prescriptions for problem readers usually involve intensified drills in the same basic skills to which the students failed to respond in the first place. Prevention entails the early and often precipitous examination…

Intended for teachers and administrators, this book examines systematic observation of reading behaviors and reading recovery procedures to help children with reading problems. Part one deals with systematic observation, beginning with a discussion of the reading process and reading programs. Following that, it describes the use of the diagnostic…