FOUR ARTICLES ON INDIVIDUALIZED READING AND SELF-SELECTION REPRINTED FROM "CHILDHOOD EDUCATION" AND "READING," THE JOURNAL AND BULLETIN OF THE ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL (ACEI), ARE PRESENTED. THE FIRST ARTICLE IS A DISCUSSION OF SELF-SELECTION, OF THE TEACHER'S ROLE IN PROVIDING OPPORTUNITIES FOR…

Postsecondary institutions must continue to provide remedial and compensatory courses for those entering students whose deficient reading and writing skills preclude their academic success or survival. A keystone to academic survival and success is the reading/study skills course that takes into account learner characteristics in both the…

The six tables in this report rank the combinations of reading materials used in the classrooms of 34 elementary schools of Washington, D.C., during the 1976-77 academic year. The data are based on teacher reports about first through sixth grade students for whom there were both pretest and posttest scores. The tables indicate that a wide variety…

THE IDENTIFICATION AND RECTIFICATION OF PERSONAL READING NEEDS THROUGH INDIVIDUALIZED READING PROCEDURES ARE DISCUSSED. THE SHIFT OF CORRECTIVE READING FROM GROUP TO INDIVIDUAL NEEDS IS URGED. REMEDIATION SHOULD BEGIN WITH TOPICS AGREEABLE AND ENJOYABLE TO THE LEARNER. THROUGH PUPIL CONFERENCES AND AN INFORMAL READING INVENTORY USING THIS TYPE OF…

The outcome of a first course in reading is proportionate to the quality of the course objectives and rationale. Since a first course in reading should achieve all its objectives in observable performance, the behaviorists' identification of goals with outcomes should guide the statement of objectives. Gaps between outcomes and objectives may be…

Articles in this issue are concerned with reading instruction aimed at preventing reading disability. Topics discussed in the six articles are: classroom practices which aggravate reading problems, a model for individualized reading instruction which allows for several levels of individualization, a data based instructional system for improving…

Since both good and poor reading achievement have been produced with any one of several developmental reading approaches, teacher characteristics are thought to be an important, however seldom tested, variable in reading achievement. A study conducted by the author which employed the author constructed Teacher Effort Scale in Reading indicated…

The purpose of this study was to determine which of two individualized teaching techniques, personalized or prescriptive, was more effective in favorably changing reading rate, vocabulary, comprehension, and total reading interest scores of students enrolled in reading improvement classes in three Oklahoma community and junior colleges. The…

A workable plan to help social studies teachers develop the competencies they will need to teach students to read social studies materials in grades K through 12 is provided in this document. A directed reading lesson is included which suggests practical techniques for improving reading skills. A unit sample and some suggested techniques for…

One of the programs included in "Effective Reading Programs...," the Continuous Progress Reading Program is structured by specific performance objectives and corresponding diagnostic test items within each of 17 sequential levels. Begun in 1971, the program serves first through sixth grade students in a number of schools. The students…

One of the programs included in "Effective Reading Programs...," this program is based on the principle of early identification of students' strengths and weaknesses and the development of individualized methods to correct the weaknesses and emphasize the strengths. The program, begun in 1972, serves 749 kindergarten and first-grade…

One of the programs included in "Effective Reading Programs...," this program serves more than 1,800 children in grades 1-8. Begun in 1972, this program is designed to provide a strong foundation in reading. The teachers in the district defined by behavioral objectives those reading skills essential to decode and comprehend unfamiliar…

This program, included in "Effective Reading Programs...," is used schoolwide for 327 children in kindergarten through grade six, including bilingual and educationally disadvantaged children. Begun in 1966, the program uses a multimedia, multimethod approach to reading instruction that is based on individual diagnosis and prescription.…

This program, included in "Effective Reading Programs...," was begun in 1969 and involves all the district's 5,867 students in grades 1-5 in one or more of the program's components. The following five programs to help individualize elementary school reading instruction have been instituted: a comprehensive reading program, an early…