This five-part document presents three approaches to research on instructional improvement, with the final two sections concentrating on problems and implications for diagnostic prescriptive instruction. Part 1 reviews comparative instructional effectiveness studies. Part 2 discusses the Trait-Treatment Interaction Approach (TTI) which is…

The purpose of this study was to determine the effects of inservice education on the perceptions of teachers in the Clark County School District (Las Vegas, Nevada) toward diagnostic-prescriptive reading instruction. A special instrument was desgned for the purpose of assessing teachers' perceptions toward nine processes determined to be critical…

This program, included in "Effective Reading Programs...," serves an unselected cross section fo 793 students in K-6. The program is designed to provide classroom teachers with information about the needs and progress of each student in order to enable teachers to diagnose reading problems and prescribe activities to correct them. The…

Misconceptions regarding the reading abilities of Kingston, Jamaica, junior high school students are discussed. Preliminary planning procedures, details of the operational plan for the project classes, and a description of diagnostic studies, methods, and materials used are presented. Particular problems encountered; summaries of results and…

The material presented in this manual on Individually Prescribed Instruction (IPI) is organized into a looseleaf notebook. Past participants and training sites are listed. Four case studies are described to provide new participants with a working experience in evaluating and prescribing for students in the program. A fifth case study is to be…

Individually Prescribed Instruction (IPI) data collected for the school year 1967-68 is summarized and evaluated in this report. Information is included concerning pupil achievement, diversion factors, pupil attitudes, teacher attitudes, and classroom communication. (Author/SP)

Designed to provide information about what 46 innovative schools (K-12) have done in individualizing instruction, this manual for school administrators, using examples from the 46 schools, opens with a chapter on how individualized instruction differs from traditional instruction. Successive chapters, also using the schools as evidence, focus on…

Information Based Evaluation (IBE) is identified as a design procedure for assessing a variety of projects, programs, and educational changes. IBE was used to evaluate a Comprehensive Diagnostic Teaching Center (DTC) which, in addition to providing teacher training and services to handicapped pupils, would bring together and focus all of the…

The purpose of this investigation was to determine the effects of training preservice elementary school teachers to use Bloom's Mastery Teaching Strategy. Data were collected and analyzed to determine the effectiveness of the training in three areas: a) affective change among the trainees with regard to tests, b) the ability of the teachers to…

Presented to provide an idea of the best ERIC documents available on individualized learning, this paper contains a collection of over 100 reports and papers that were put into ERIC in the last two or three years. The listings have been categorized topically, and each entry is provided with an ED number and ordering and price information. The…

Sixty-six references selected from Exceptional Child Education Abstracts are included in the annotated bibliography on diagnostic teaching, one in a series of over 50 similar listings dealing with handicapped and gifted children. For each entry, bibliographic data, availability information, indexing and retrieval descriptors, and an abstract are…

The selected bibliography on diagnostic teaching contains approximately 48 abstracts with indexing information explained to be drawn from the computer file of abstracts representing the Council for Exceptional Children Information Center's complete holdings as of August, 1972. Abstracts are said to be chosen using the criteria of availability of…

In response to J. Lerner's paper (EC 081 334) on differences between the fields of reading and learning disabilities, the author stresses the importance of a developmental view of reading based on the theories and findings of J. Piaget. (DB)

Discusses the "diagnostic and prescriptive" instructional model for teaching young children in the United States to read, and cautions teachers not to rely too heavily on this approach but to remember that much of what they do is art. (JM)

Suggests that early identification should not focus on predicting which children will fail, but should concentrate on determining which skills children need in order to be successful in reading. (JM)