The project described in this document involves the implementation of an individualized reading program with sixth graders during the spring semesters of the 1970-71 school year and the 1971-72 school year. Behavioral objectives for the students were written in the areas of word recognition skills, vocabulary skills, comprehension skills, speed…

The effects of individually prescribed instruction (IPI) in reading as compared to the traditional mode of instruction are examined. The IPI model includes four components: analysis of subject matter content, diagnosis of student preinstructional behavior, sequencing of materials to facilitate learning, and evaluation strategies. Elementary…

Compared were three perceptual or language instructional programs with each other and with a direct prescriptive approach to reading problems of 112 learning disabled children (ages 6-10 years). (MH)

The purposes of this study were: (1) to synthesize the input from available professional resources, to develop original instructional modules for use in inservice teacher education in three areas identified by the International Reading Association: interaction with parents and community, school and classroom organization for individualized…

Intended for reading teachers and others involved in the testing or placement of students, this paper describes the development and evaluation of a prescribed individualized reading program. Following an introduction to the program (which allows students to progress through each reading level at their own pace), the second and third sections of…

This program, included in "Effective Reading Programs...," was begun in 1971 and serves 1,826 children of varying socioeconomic levels in K-4. Project ALOHA is a mainland demonstration of the Hawaii English Program, a total instructional system that provides goals, materials, a management system, and inservice training. The program is…

This program, included in "Effective Reading Programs...," serves 1,674 students in grades 9-12, about 70 percent of whom are black. The program began in 1971 and consists of communication classes, one-semester courses that provide self-pacing, success-oriented instruction in reading for 50 minutes each day. The content is organized into…

This document is a collection of the International Reading Association's first reports on the Right to Read effort. Five reports are included: report 1 discusses the basic principles of Right to Read, school and community based programs, administrators of the program, right to read states, special projects, technical assistance, emergency school…

Reported is the evaluation of the Division of Special Education and Pupil Personnel Services (DSEPPS) 1975-76 Supplementary Reading Program for Handicapped Children which operated in 43 schools in New York City and served 1,578 children (5-16 years old) through two agencies--the Bureau for the Education of the Physically Handicapped (BEPH) and the…

The recommendations in this document resulted from discussions by the Georgia Right to Read Advisory Council and outline the need for an effective, diagnostic-prescriptive teaching program in Georgia schools. Separate recommendations are made for each of the following areas: management design--initial steps that must be taken, in order to overcome…

The focus of this manual is on the step-by-step development and implementation of a continuous-progress reading program--a system that permits instruction at each student's diagnosed level of ability. Analysis of program development includes advice on choosing a committee, writing the program, and presenting the program to others. The implications…