Examines three aspects of individualized reading instruction programs and concludes that, although individual programs vary greatly, every child needs personal attention to progress and grow in ability to read. (JM)

The authors suggest that how a child learns is as important as what he learns. The school psychologist can help determine the most suitable methods of teaching for those students who are having difficulty learning, and pupil instruction can then be individualized. (HMV)

Designed as an introduction to individualized reading instruction, this pamphlet considers the purpose of individualization, implementing individualized instruction, facility changes, diagnosis, evaluation, and individual student needs. The four appendixes feature samples of a student record, a student plan sheet, a teacher record, and a teacher…

The New Mexico State Library and the State Planning Office cosponsored a meeting to introduce Reading Is Fundamental to a wide cross-section of the state in September 1973. This meeting led to the establishment of numerous Reading Is Fundamental projects throughout the state in the summer of 1974. The planning, organization, execution, and results…

A pilot program, established at Griffin Creek School (Medford, Oregon) from September 1970 to June 1971, consisted of five Laubach-trained volunteer reading tutors, an experimental group of five fifth- and sixth-grade boys, and a control group of eighteen boys and girls in a regular classroom. The experimental boys, reading at a second- or…

Accountability can be applied to reading instruction by matching instructional intent to the results in terms of observable learner accomplishment. An approach to accountability, based on Bloom's concept of student mastery of subject matter, consists of six components which the student passes through in the reading instructional process: (1)…

The purpose of this diagnostic-prescriptive reading system (DPRS), proposed by Palm Beach County and the Florida Atlantic University and sponsored by the Florida Department of Education, was to provide classroom teachers with resources which would enable them to more effectively meet the individual reading needs of their students. This report…

A reading system built on whole group instruction, in this case a second-grade reader, often cannot meet the needs of individuals. Author, a second-grade teacher, resolved the dilemma by finding a way to use the basal reader with an individualized approach. (Author/RK)

This paper considers how the services of paraprofessionals might be used in teaching and learning situations, especially reading instruction. The paper points out that teachers need to observe each child and notice if modifications need to be made in teaching reading, a situation that becomes quite difficult for the regular teacher to determine…

The author describes the program at the reading laboratory at Golfview Elementary School, Rocklege, Florida. The lab is for both students and teachers; its program focuses on the prevention and self-remediation of reading problems by building positive attitudes and interests. (Author)

Explains the use of the personal anthology to stimulate wide reading and hold students accountable for what they read. Identifies strategies for and results of using the personal anthology in English instruction. (MS)

AS ONE MEANS OF TEACHING LITERATURE, INDIVIDUALIZED READING HAS PROVEN PARTICULARLY EFFECTIVE IN STIMULATING STUDENTS TO READ ON THEIR OWN--AS AN EXPERIENCE RATHER THAN AS AN EXERCISE. INDIVIDUALIZED READING IS A TEACHER-GUIDED PROGRAM IN THE READING OF FICTION WHICH ALLOWS THE STUDENT TO CHOOSE WHAT HE READS OVER A CONTINUOUS PERIOD OF TIME.…