Offers strategies by which teachers can accommodate individual differences in students' reading abilities by modifying students' experiential background, text content and mode of presentation, or assignments at three points in the reading process. (Author/SJL)

An exploratory study involving the use of the Individualized Classroom Environment Questionnaire (ICEQ) in relating learning outcomes to student perceptions of classroom individualization and actual-preferred congruence is reported. Findings suggest actual-preferred interaction was important in predicting cognitive outcomes. (Author/RL)

A method for adapting a technical writing course to the needs of students from a variety of majors is summarized. (HTH)

Three questions are used to structure an analysis of materials and the organization of the classroom in individualized education. (MK)

Discusses Personalized System of Instruction (PSI) and describes a Cognitive Skills-Oriented PSI (CPSI), an individualized instruction technique stressing the teaching of cognitive skills in conjunction with specific subject matter. Discusses learning theory, materials, communication strategies, and role of the teacher. (DR)

Presents abstracts of three documents from the ERIC junior college collection that deal with two-year college remedial/developmental education. (DR)

This article describes the Annehurst Curriculum Classification System (ACCS), which classifies both learners and curriculum materials according to multiple characteristics, so that materials can be matched to the individual student. This retrieval system is adaptable to a card file, for single classrooms, or to computer retrieval for resource…

Suggests using the Guided Reading Procedure as a prereading activity and as a postreading activity when students have read different materials. (MKM)

A study shows that in classrooms where teachers are simultaneously considerate and less structured, success of the disadvantaged student is the rule. (Author/MLF)

Reviews research on trait interaction and suggests using this research as the basis of individualized instruction. Further suggests that teachers add to the literature by testing the interaction of traits in their own classrooms. (TJ)

Students and teachers tell how educators have helped solve human problems. (Author)

An eclectic approach to individualizing instruction in secondary schools is suggested which includes the following classroom strategies: experiential learning, mastery learning, learning centers, peer and cross-age tutoring, and independent study. (JMF)

Provides seven recommendations for an effective secondary reading program that will treat reading as a body of skills taught in all subject areas. (MKM)

Discusses affordability of developmental education, maintenance of transfer curricula and general education requirements, prospects for individualized curricula, developing a community education ethic, reconciling curriculum with students' course taking pattern, and organization of curriculum. (MB)

The general plan used for an individualized mathematics course for preservice elementary teachers is described. (DT)