This paper describes the generation, implementation, and results of a personalized reading program operating in a conventional college classroom intended to create opportunities for students to learn how to learn, to direct their own learning, and to improve their reading and vocabulary skills. The contents include "Program Generation, which…

Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the bureau to give structure and…

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…

Edited versions of papers presented at the 1971 and 1972 Western Washington State College conferences on the teaching of reading and language arts comprise the contents of this book. Titles of the papers are (1) "Reading Alone," (2) "Individualized Language Activities and the Nurture of Individuality," (3) "Making the Beginning of Reading a…

Because of great differences in reading ability among junior-high students, various forms of individualized reading instruction can be used successfully to the benefit of the students. Within a given class there are several ways the teacher can direct the reading activities to meet the individual needs of students. For example, total group reading…

The articles contained in this volume were selected to support and strengthen the concept of individualized instruction through diagnostic teaching. The book is divided into six major parts, each of which is preceded by a brief overview that emphasizes the main tenets advanced by the authors of the individual articles. The six major divisions of…

Designed to treat reading problems which are beyond the scope of regular classroom reading instruction, the clinic program provides for short, moderate, and long term remediation. Diagnosis of pupils referred by the schools is conducted by a team consisting of a reading clinician, psychologist, nurse and speech and hearing specialist. Based on the…

The Miller-Unruh Basic Reading Act of 1965 expresses the commitment of the California State Legislature to helping children in the primary grades learn to read successfully. Specific objectives of the Act are the prevention and correction of reading disabilities at the earliest possible time in the educational career of the pupil. The long-range…

A recently developed instrument for the assessment of teachers' attitudes toward individualized reading was tested for unidimentionality using the Guttman model. The Sample was selected with the intention of maximizing item variability and thus scalability. None of the concepts in the instrument attained the minimum necessary coefficient of…

The effects of an extended, individualized reading program on vocabulary, comprehension, and total reading skills were investigated in a sample of 39 underachieving, black seventh-grade pupils. No significant differences were found between experimental groups and control groups on any of the measures of reading achievement, but the experimental,…

Describes the nine salient features of an individualized reading program: introduction and motivation, new words or ideas, comprehension guide questions, oral reading, comprehension skills, vocabulary development, word analysis skills, enrichment, and student teacher conferences. (RL)

Prescribes ways that teachers can use the tape recorder in reading classrooms. (RL)

Suggests individualized reading as a solution to the problem of varied interests and ability levels in large introductory college courses. Details how directed individualized reading followed by oral reports presented to the professor was used successfully in an introductory psychology course. (ARH)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)