Describes an individualized reading program which is designed to broaden reading interests, develop critical reading skills, and allow more flexibility in the prescribed reading program. (RB)

Demonstrates the positive effect of a computer managed, individually prescribed learning program on the achievement of behaviorally disordered, delinquent adolescents. (RB)

Argues that small group interaction fills a gap in the individualized reading program. (RB)

Describes an individualized reading program in which teaching methods are selected on the basis of each student's needs. (RB)

Describes a remedial reading program for college freshmen, using magazine advertisements and Madison Avenue techniques. (RB)

Offers suggestions for using the newspaper to help learning disabled students improve their reading, language arts, and mathematics skills. (ARH)

Describes a self-directed, individualized program using performance contracts to improve reading skills in both developmental and remedial reading areas. (RB)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Describes part of a junior high reading program designed to enable students to bridge the gap between the demands of elementary school and junior high school. Discusses teaching and motivational techniques which bring about positive results. (RW)

Suggests a variety of formats for scheduling a secondary school reading program to meet the diverse needs of both students and content area teachers.