The criteria used to compare the effectiveness of the individualized and basal reader approaches in this study were based on vocabulary, comprehension, and attitude toward reading as well as the number, type, and difficulty of books voluntarily read during second grade. Near the end of kindergarten, children in three schools were randomly assigned…

Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin…

A 6-year research project which investigated sex differences in beginning reading in the Los Angeles City Schools is reported. In 1962-63 approximately 550 first-grade children were taught reading in sex-segregated groups. It was found that boys grouped together did not gain significantly more than those in heterogeneous sex groups and that girls'…

Swedish children, who receive extensive readiness activities in their first months in school, are taught through a diagnostic approach which involves observation, diagnosis, and treatment of difficulty by the classroom teacher. Results of a 6-year longitudinal study of the system revealed (1) the degree of success achieved by a program of remedial…

Culturally disadvantaged children are characterized as having neither the proper amount of physical stimuli nor the opportunity to engage in many first-hand and vicarious experiences. Emphasis is placed on the ideas that a teacher's attitude is of utmost importance to a disadvantaged child's success in school and that teaching strategies should be…

When follow-through kindergarten and first-grade pupils in four school systems across the United States were encouraged to pick their own key vocabulary words as recommended by the Sylvia Ashton-Warner method and to apply the words to the language experience method of learning reading, the lists the children requested differed significantly from…

Three hundred and ninety-seven objectives and related evaluation items for reading in grades kindergarten through three are presented for the teacher and administrator in this collection developed by the Instructional Objectives Exchange (IOX). The objectives are organized into the categories of word recognition, comprehension, and study skills,…

This pamphlet discusses some beginning approaches and technological approaches to reading instruction, and the relationship between children's language and reading. The first section looks at several approaches to reading instruction: "The Language Experience Approach,""The Initial Teaching Alphabet,""Linguistic Approaches to Reading,""Programed…

The purposes of this study were to determine the effects of Minicourse 18 on the development of 27 specific teacher behaviors related to teaching reading decoding skills by a group of inservice and preservice teachers of primary grade children, and to determine the effects of the teacher training upon pupil performance in reading. Minicourse 18…

The purpose of this study was to determine and to interpret the effect of two differing approaches to reading instruction on the self-social concepts of first grade children. The concepts analyzed were self-esteem; social interest; individuation; complexity; realism; identifications with mother, father, teacher, and friend; and preferences for…

Vocabulary diversity is a measure either of the language spoken within a fixed time period or of the total utterances, sentences, or words. To measure children's language development as revealed by the diversity of their spoken expression, a comparison was made of the vocabulary of 15 first-grade children of average ability, of first-grade primers…

This textbook, the fifth in a series of six, is designed to give the advanced elementary school student continued practice in reading Spanish. It contains some 30 sections with passages of increasing degrees of difficulty. Illustrations are included. At this level the maintenance of a central plot is considered unnecessary. The central narrative…

This is the first in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)

This is the second in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)

This is the third in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)