Describes the Arizona Consortium for Individualized Learning (ACIL) program, which has been implemented in 52 Arizona schools in grades K-6. (JG)

Describes a program in which outside experts are enlisted to enrich and supplement a classroom writing program through individual tutoring. Offers guidelines for establishing such a program and suggests appropriate activities. (HTH)

Describes the introduction of the Prescriptive Reading Inventory in an elementary school, outlines its use, and presents several mastery learning theories that support and clarify its use. Concludes by recounting the benefits of the program. (Author/IRT)

Individualized instruction in Westorchard elementary school has resulted in high scores on standardized tests of achievement in reading and mathematics. (IRT)

Describes a technique for teaching reading which combines two divergent definitions of individualized instruction. (RB)

Briefly describes an instructional program based on the individual needs of students that was designed for grades K-8. (EB)

Describes a management plan for thirty individualized learning studios in the general music class. (Editor/RK)

Included in the description of an elementary level home economics program taught by the classroom teacher cooperating with a consultant are: broad goals and generalizations, programs guidelines, a brief curriculum guide, sample learning experiences for each grade level, one lesson plan, and an individualized instruction form. (AJ)

Maintains that a social studies program should be concerned with preparation of students for participation in a democratic society and suggests that an elementary school social studies program should deal with values, information dissemination, political processes, decision making, and socialization. (Author/DB)

Learning stations are the basis of a "plan-for-each-child" programs. Whole-class and group instruction are part of the plan. (Editor)

An individualized instruction program in mathematics for elementary school students is described. Classroom organization, the role of the teacher, administrative organization, and instructional materials are discussed. (DT)

The reading workshop is not based on ability groups, but provides a venue to focus on each student's strengths and needs. Components include a teacher-sharing time, focus lesson, state-of-the-class conference, self-selected reading and responding time, and student-sharing time. (MLH)