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Child, Toni, Fd.Teaching Reading in South Carolina SecondarySchools. Curriculum Planning Guide.South Carolina State Dept. of Education, Columbia.[68)136p.

EDRS Price MF-$0.65 HC$6.58*Curriculum Guides, *Reading Instruction, *SecondaryGradls

GRADES OR AGES: Secondary grades. SUBJECT MATTER:Reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is dividedinto ten chapters and several appendixes, each of which is straighttext interspersed with photographs and illustrations. It is otfsetprinted and perfect-bound with a paper cover. OBJECTIVES ANDACTIVITIES: The first three chapters outline a philosophy :f readinginstruction and develop related objectives. Five chapters suggestgeneral types of activities, with some specific examples, for basicreading skills and reading in the content areas. These chapters alsopresent suggestions for planning a comprehensive program, includinginstructional and organizational practices, responsibilities ofpersonnel, and student motivation. INSTRUCTIONAL MATERIALS: Onechapter presents guidelines for selecting, developing, and usinginstructional materials. Appendixes contain extensive lists ofmaterials, both print and non-print. STUDENT ASSESSMENT: One chaptergives general guidelines for student evaluation, including methods ofusing standardized tests and ways to evaluate the disadvantr.ged.Appendixes contain samples of several reading tests andquestionnaires and an extensive list of standardized tests and othereval.mtion materials. (RT)

'IT %KING READINGIN

SOUTH CAROLINA SECONDARY SCHOOLS

Curriculum Planning GuideU.S. DEPARTMENT OF HEA'.TH

EDUCATION & WELFA.I EOFFICE OF EDUCATION

IN'S DOCUMENT HAS BEEN rEPRO-DUCE() EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF 4IE'Ar OR OM-lo+is STATED DO NOT NECESSARLYREPRESENT OFFICIAL OFFICE OF EGLI.CAT/ON POSITION OR POLICY

State Department of EducationDr. Cyril B. Bushee, State Superintendent

Columbia, South Carolina

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CONTENTS

.....,arr.rroo "R.

PAGE PAGE

Fo L.evvord 1

In troduction 2

Acknowledgments 3

RATIONALE FOR SECONDARY READINGINSTRUCTION 4

Characteristics of Programs 5

Types of Programs 5

PHILOSOPHY AND OBJECTIVES 7

OVERVIEW OF ELEMENTARY SCHOOLREADING . . . 9

Ty;,2S and Concepts of Reading Instruction 10

Developmental Stages, Languageterrelationships

Arts In-11

Expectations at Conclusion 12

TESTING AND EVALUATION

Stanclardizeu Tests . .

Instruction for the Disadvantaged

Organizational Practices

Homogeneous, Heterogeneous and Intra-class Grouping

Grouping Inter-Class and for Disadvan-taged

Motivational Practices

Motivating the Culturally Disadvantaged

Basic Instructional Activities

BASIC READING SKILLS

Vocabulary Development and WordPerception .

Comprehension .

Critical and Creative Reading

Study Skills ..13 Rates of Reading Comprehension

. 14

Informal Reading Inventories 15

Measuring Study Skills and other Pro-cedures 16

Evaluating the Disadvantaged 17

PLANNING THE INDIVIDUAL READINGPROGRAM 19

Responsibilities of School Personnel 20

Responsibilities of Farents 23

Selecting and Organizing ReadingPrograms . 23

Comprehensive All-Schoot DevelopmentalPrograms 23

The Compromise Reading Program 24

Ways to Implement Reading Programs 26

Location, Des;gn and Equipment ofClassroom 27

INSTRUCTIONAL AND ORGANIZATIONALPRACTICES . . .... 28

Indhiclualized Instruction Practices 28

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TEACHING READING IN THE CONTENT

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AREAS 57

Common Responsibilities 57

Basic Teaching Techniques 59

English 60

Social Studies 63

Mathematics 65

Science 67

Business Education and Physical Education 69

Home Economics 70

Foreign Languages 71

Music 72

Art 73

Industrial Arts 74

DEVELOPING STUDENTS' INTERESTSAND HABITS 76

Factors that Influence Reading Interests 76

Discovering and Range of Interests 77

Promoting Interest in Reading 78

SELECTION AND USE OF INSTRUC-TIONAL MATERIALS .

Program Design end Personnel Involve-ment ... .

Difficulty Levels, Placement Analysts

Material Variety and Selection Criteria

Adjusting Materials to Student Needs

Teacher-made Materials

Professional Organizations, Publications,Equipment and Materials .

APPENDICES

Reading Interest Questionnvire

Reading and Study Skills Questionnaire

Sentence Completion Form

Suggested Questions for Interviews

Creative Ways to Share Books

Standardized Tests and Other EvaluationMaterials

Group Tests

Individual leesInformal Fading Inventories

Group Intelligence Tests

Individual Intelligence and Vocabu-lary Tests

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Study Habits and Skills Tests

Reading Versatility Tests

Listening Tests

Personal-Social Adjustment &Interest Test

Visual and Auditory Tests

Informal Appraisal Aids

Test Publishers

Testing Equipment Distributors

Instructional Materials and Equipment

Reading Kits

Recreational Reading

Films, Tapes, Records

Magazines

Games for Teaching Skills

Mechanical Devices

Book Selection Aids

Periodicals on Non-Book Media

Professional Orgaidzations and Publica-tions

Sources for Readability Formulas

In-Service Program Films .

Professional Aids in Secondary Reading

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FOREWORD

Learning to read efficiently and effectively is aconcern of the State Department of Education forall students enrolled in the public schools of SouthCarolina. Accordingly, this guide has been devel-oped to assist reading and subject area teachers,supervisors, and administrators in planning andimplementing reading programs in every secondaryschool in the state.

Secondary teachers in every subject area havebeen aware for many years that students who arenot skillful readers are seriously handicapped in!earning basic facts and concepts, developing newunderstandings and appreciations, acquiring im-pro red attitudes, and learning to think critically.

A': too frequently large numbers of secondarystudents have failed because of their inability toread well enough to meet the demands of andbenefit from improved and expanded academic andvocational curricular offerings. Moreover, inade-quate reading ab:lit:es have been a cons tanthindrance to the personal growth Ind academicachievement of many potentially capable and evenbrigh' secondary students.

As a resnit of the increased holding power ofsecondary schools, enrollments have expanded inrecent years. Many potential dropouts are remain-ing in school, and the -ange of reading achievementin almost any typical secondary classroom in thestate now spans several grade levels.

In recent years, there has been an extendedeffort in South Carolina to educate every secondarystudent to his highest level of ability or expectancy.All of these conditions make clear the :ncreasing

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need for further training in reading at the second-ary level.

Every secondary school is encouraged to includein the curriculum developmental and remedial read-ing courses staffed by trained reading teacher&Secondary schools are encouraged to provide in-service education programs based on this guide, assecomIary teachers in every subject area can betrained to help their students develop r ea dingcompetencies.

Each subject area teacher has a unique oppor-tunity to help ;-,Cudents learn to read and study thecontent of Ws spcciali7ed subject area while heteaches the body of knowledge inherent in thatsubject. The reading abilities of secondary studentswill be determined largely by the extent to whichall secondary teachers plan effective instructionthat incorporates an emphasis on essential readingand study 31;i119.

This guide is an effort to provide practical idea:,and useful suggestions for reading and subject areateachers who work in the secondary school and foradministrators and supervisors who assist class-room teachers in improving the quality of instruc-tional experiences for maturing boys and girls. Ifthis publication is studies: and many of the sugges-tions are implemented, reading instruction willbecome an increasingly important component, of ahigh-quality secondary school curriculum and im-provement in reading for many students wiil result.

Dr. Cyril B. BusbceState Superintendent or Education

INTRODUCTION

During the past several years, many secondaryschools in South Carolina have sought assistancein planning and implementing reading programs.Often these schools found few resources availableto help them in their planning.

In l965 the South Carolina Education Associa-tion TEPS Reading Course Committee published aguide to The Teaching of High School Reading.This guide provided much needed assistance,especially in planning in-service programs in sec-ondary reading.

Since its publication, secondary school admini-strators have asked repeatedly for consultative as-sistance from the State Department of Education.Some school districts have employed full-time read-ing supervisors to provide leadership in organizingand instituting secondary programs; other districtshave been unable to secure trained supervisors.

Although all secondary teachers are now en-couraged to take at least one course in reading in-struction, few are adequately prepared to teachreading in the junior and senior high schools. Fullytrained and certified secondary reading teacherscontinue to be. scarce hi South Carolina. Few read-ing texts are available to provide guidance anddirection for these teachers.

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Tire purpose of this guide is to assist secondaryreading and subject area teachers, supervisors, andadministrators in plarning, implerienting, andevaluating reading programs that mill meet thevarying needs of students today. It provides aframework for planning either a comprehensive all-school developmental reading program or a com-promise reading program,

The guide stresses the responsibilities that allsecondary teachers have in improving the readingskills and abilities of their students who must readwidely in various textbooks an other materials.

This guide is not intended as a course of studynor e syllabus to direct the entire efforts of a schoolor school district in planning and implementing asecondary reading program. It is a resource tool tobe used co initiate curriculum study, development,and improvement in reading. Using this guide,secondary school and district personnel may wishto develop more refined guidelines for programsadapted to local conditions and needs. The guideshould be useful in part or in its entirety as schoolsand school districts work toward improving thereading abl!tties, interests, and habits of secondarystudents.

Dr. W. Bruce Crowley, DirectorOffice of General Education

ACKNOWLEDGMENTS

This publication was initiated by James P.Mahaffey, State Supervisor of Reading, under thegeneral direction of Dr. J. Carlisle Holler, formerDirector of the Office of General Education; andhis successor, Dr. W. Bruce Crowley; and AlbertH. II. Dorsey, Chief Supervisor, Curriculum Devel-opment Section, Office of General Education.

The preparation of this guide erilisted the co-operative assistance of many teachers, principals,supervisors, guidance counselors, librarians, and anassistant superintendent. The Secondary ReadingCurriculum Committee headed by Mr. Mahaffey in-cluded Mrs Olive C. Bennett, Reading Consultant,Brook land-Cayce Schools, Cayce; Mrs. Helen L.Callison, Librarian, Airport Hii h School, WestColumbia; Mrs. Jennye E. Cureton, Bryson HighSchool, Fountain Inn; Miss Nancy Jane Day, Super-visor of Library Services, State Department ofEducation, Columbia; Mrs. Mary P. Easterling,Hand Junior High School, Columbia; Joe E. Gentry,Assistant Superintendent, Spartanburg School Dis-trict Five, Lyman; Mrs. Lenora R. Granade, TheSchool District of Greenville County Reading Cen-ter, Greenville; Mrs. Clelia D. Hendrix, formerSupervisor of Reading and English, now Director ofPublic Information, The School District of Green-ville County, Greenville; Mrs. P.uby P. Herlong,Saluda High School, Saluda; Mrs. Gwen Johnson,Beaufort High School, Beaufort ; Mrs. Mary FrancesNewman, R. IL Fulmer Junks. High School, WestColumbia; Mrs. Dora Mae Shaw, McLaurin JuniorHigh School, Sumter; Mrs. Sara L. Strachan, Di-

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rector of Reading, Richland County School DistrictTwo, and Principal, Forest Lake Elementary School,Columbia; Miss Naomi C. 'Williams, C. A. BrownHigh School, Charleston; and Mrs. Bernice Yeager,Reading Coordinator, Lancaster City Schools,Lancaster.

The State Department cf Education, the Divisionof Instruction, the Office of General Education, andthe Curriculum Development Section are deeplygrateful to the Committee for their sustained pro-fessional interest and work on this publication.

The State Department of Education is indebtedto many publishers for permission to reprint ma-terials as indicated in the guide and to others forthe excellent resources used and cited herein.

Grateful acknowledgment is made to superin-tendents and principals for -releasing committeemembers tc complete the task and publication of thisguide; to numerous school personnel who contrib-uted ideas ard learning activities included in manychapters; to Victor Rental, former Instructor inReading and doctoral student at the University ofSouth Carolina, for consulting with the Committeeand reviewing parts of the manuscript; to MissToni Child, Editor of Publications, State Depart-ment of Education, for editing the manuscript; toJohn J. Conyers, Visual Communications Coordina-tor, for designing the cover and layout ; and to othercolleagues in the State Department of Education fortheir time typing and distributing the guide.

CHAPTER ONE

Rationale For Reading InstructionIn The Secondary School

Although the need for providing reading instruc-tion in the secondary school was recognized as earlyas 1925 by the National Society for the Study ofEducation,' only in recent years have efforts beenmade to extend reading instruction into junior andsenior high schools. Secondary schools have con-tinued to become more crowded with students ofwidely varying skills and levels of achievement,requiring the teaching of basic and specializedreading skills.

South Carolina has a number of unique condi-tions which require special attention to secondarystudents' rending abilities and habits. Several dia-Icols are spoken here. The nos- English speakingpopulation is increasing. A rural economy is givingway to industrialization. Increasing mobility ofpopulation is evident. The range of reading achieve-ment in almost every secondary classroom spansseveral grades. The dropout problem has been com-pounded by the inability of many secondary schoolstudents to read and to study effectively.

Recent studies indicate that inadequate readingskills have contributed to both the dropout problemin seconc:ary schools and the number of male citi-zens found unacceptable for military service. NedD. Marksheffel's statement that "at least 90% ofall dropouts have reading problems"2 is supportedto a large extent by studies conducted in SouthCarolina. In a dropout study conducted by one largeschool district in South Carolina, 116 of 170 drop-outs in 1962.1963 showed evidence of readingdifficulties. In the following academic year, 198of 259 dropouts in the same district had readingdifficulties, while in the third year 153 of 210dropouts had reading problems. For each year, thepercentage of dropouts with reading difficultiesexceeded 70 per cent.

A statewide dropout study conducted by theState Department of Education in 1966 cited read-ing difficulties and the lack of reading opportunitiesas two of the major causes of dropouts in South

'Guy Montrose Whipple, ed., "A Modern Program ofWailing Instruction for the Grades and for the High School,"Report of the Nothinnt Committee on Reading, Twenty-fourthYearbook of the National Society for the Study of Education,Part I (Bloomington, Illinois: Public Schcol Publishing Corn.pany, 1925), p. 25.

'Ned 14, Marksheffel, lirftrr Reading in the SceonelorySet,mt (New York: The Ronald Press Compan; 1966), p. V.

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Carolina secondary schools.' A three-year study ofselective service rejectees in South Carol.na showedthat the number of rejectees reading below the fifthgrade level ranged from 15.5 per cent the first yearto 19.1 per cent the second year to 8.1 per cent thethird year. Rejectees reading between the fifth andeleventh grade levels ranged from 31.2 per cent thefirst year to 30.6 per cent the second year to 15.7per cent the third year.' These plus other conditionsmake clear the challenge to include reading instruc-tion in the secondary school curriculum.

The Wide variety of experiences brought to theclassroom, coupled with the obvious indication thatmany students are not reading functionally, posesboth problems and opportunities for the classroomteacher. It is the teacher's unique responsibility todevelop each student's reading potential, the mostuseful and necessary of all learning tools. Researchindicates that 80 to 90 per cent of the study activi-ties in the average secondary school require. readingskill for successful achievement. Not only the slowlearner and underachiever, but also the talentedstudent, can and must increase reading skillsthronth a planned program of reading instruction.

As teachers, supervisors, and administratorsexamine the status of their students' r eadingachievement, they should ask these and other ques-tions. Why do staff members complain about theirstudents' reading deficiencies? Has library circula-tion and use increased in recent years? Have testscores pertaining to reading been carefully evalu-ated and used in planning effective instructionalprograms? What is the real reason for studentdropout? Is there a relationship between disciplineproblems and reading difficulties?

After determining the answers to these andother pertinent questions, teachers, supervisors, andadministrators usually discover that the school needsa planned reading program ..hick will help eachstudent develop his Maximum potential, personallyand academically. Many studies show that studentsat all academic levels can benefit from continuousspecific reading instruction.

Wm king together, teachers, supervisors andadministrators must determine the approach mostappropriate to their particular school or district.Ideally, this approach would be the comprehensive

'Ttr,,pouftt in Snr01, Cororro Srlwnti (Co'unibia, SouthCarolina: State Department of Education, April, 19(6), pp.25.26.

Ilul,ert M. Clements, Jock A. Duncan, and Richard E.Hardy, Thr lfojorif)/: Fern rrir st.ly of Ibr Rehabilitation of So Inotiro r ire lirjrrIcrx in South Cnrotina(Columbia, South Carolina: South Carolina Vocational Re-habilitation Department, 1967), p. 19.

all-school develonmental reading program. Such aprogram provides reading instruction for all stu-dents in all classes at varied proficiency levels. Inaddition to having available the reading specialistin a comprehensive all-school developmental readingprogram, all subject area teachers teach readingand study skills pertinent to their subjects.

On the other hand, the school may find it morefeasible to begin with a compromise reading pro-gram in which special developmental and/or reme-dial reading courses are offered or instruction inreadin7 is provided in an extended period in theEnglish class or as a substitute English class. Aftercareful and exhaustive exploration of faculty talentand interest, a principal and his staff may findvirtually untouched skills and resources. Manyaecondar; reading programs have originated withthe interest of one teacher who has little academicknowledge of the teaching of reading skills but whois vitally interested in the development of hisstudents.

Through careful independent study, and eventu-ally through college level courses, teachers andadminist7ators can initiate a compromise or r. com-prehensive all-school developmental reading pro-gram that will enhance the reading skills of allstudents. Hopefully, any compromise program willlead to the comprehensive all-school developmentalapproach.

Characteristics of SecondaryReading Programs

Effective secondary reading programs a .e char-acterized by sound planning and total involvementof the entire staff. Listed below are criteria fer asecondary reading program as suggested by Livesay,Robinson, and Anderson.' These criteria may beuseful in organizing and implementing a programwhich is intender. to p,ovide assistance in readingand study skills for all students.

"1. A sound reading program is planned coopera-tively by the total staff or by an adequaterepresentative of the staff.

2 It is directed toward specific goals leadingto independence in reading.

3. It is balanced and is therefore concerned withall aspects of reading.

4. It provides for basic skill instruction withdirected application to a variety of readingsituations.

5. It provides for the individual reading needs

'Fr. Alan Robinson and Sidney J. Rauch, Gniding theReading Program,

c1965, Science Research Associates, Inc.,

Chicago. Reprinted by permission of the publisher.

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of all students on a basis of adequatediagnosis.

6. It adjusts instruction and materials to thoseindividual needs.

7. It makes special provision for relieving thereading needs of the seve-zely retarded readerwho cannot obtain all the help he needsthrough classroom instruction.

8, It endeavors to make students cognizant oftheir strengths, weaknesses, and goalsthrough a continuous ealuation program.

J. It allows subject-matter teachers to teachthe reading skills pertinent to their ownsubjects.

10. It makes in-service training a continuingfactor in the reading program.

11. It is understood by students, school person-nel, parents, and the community at large.

12. It is continuously evaluated in terms ofspecific goals."

Types of Reading Programs

Generally speaking, there are at least threetypes of reading programs in existence in secondaryschools. These include developmental, corrective,and remedial reading, all of which differ in pur-poses, organization, and approaches.

Developmental reading programs continue theupward expansion of reading skills in ad areas anddevelop new skills, appreciations, and interests ofstudents. Skills such as word analysis, vocabulary,comprehension and interpretation, rate, reading inthe content fields, critical and creative reading,research skills, and leading-study techniques aretaught and refined in developmental programs.

One of the most important skills essential forsuccessful reading at the secondary level is readingflexibility. In a developmental program studentsare taught to establish purposes for reading, toevaluate material, and to adjust reading rate ac-cording to their purpose for reading and the typeof material read. Students are taught to varytheir rates from very slow in technical, scientificmaterials to very fast in familiar, nnn-technicalrecreational material. Such a skill is essential forall students, especially those planning to continuetheir education beyond the secondary level.

Developmental programs are often providedthrough instruction in a special developmentalreading course, within an English class, or withina core course or block-type program. Some second-ary schools have provided developmental programsby enlisting the participation of all teachers and

staff members to combine instruction in readingwith instruction in the content subjects. Such all-school efforts insure to a large extest the develop-ment of basic and functional reading skills of allstudents in each academic subject. Developmentalreading instruction rosults in improved skills, inter-ests, and appreciations in both the content subjectsand reading.

Corrective raiding programs provide help forstudents experiencing reading difficulties whichare not severe and can be easily overcome. Studentsin need of corrective instruction may be deficientin a few slcills, such as word recognition, compre-hension, vocabulary and rn.te; but they are notreading several levels below their capacities. Thesestudents need same assistance in overcoming theirmarked deficiencies in a few minor or even majorskills.

Corrective instruction may be provided in sir-vial reacting classes where students with similardifficulties are assigned, or the instruction may beprovided by a subject area teachi_ especially theEnglish teacher, in the regular classroom. The du-ration of the corrective program and the methodsand materials used r e based upon the extent of thestudents' deficiencies in reading skills.

Remedial reading progra -s pros ide intensified,individualized instruction for students who are seri-ously handicapped in important reading skills but;lave the capacity to achieve at higher levels. Manyauthorities agree that remedial instruction shouldbe provided for students who are functioning twoor more levels below their capacities. This instruc-tion must be based on an intensive and continuing

diagnosis since the caciiiiie of their difficulties aremultiple, often involving r,l problems, unfavor-able attitudes, poor study habits and skills, shortattention spans, and inadeciiiiite reading instructionin previous years.

Remedial instruction i< li,cist conducted in special.reading classes for an individual er a very smallgroup of students wicirking with a highly skilled andtrained reading teacher. ()lien this teacher is as-sisted by special serv:ces i:erso ne.1, auch as guidancecounselors, social workers; iind school psychologists.Methods and materials of instruction are carefullychosen to meet individual needs, and instruction isProvided daily over an extril, 1 period of time.

Some reading anthorithis. like t<iarlin,6 recognizethe fact that classroom tei-o2notis have been aole tolido students in need of re:nr l, al re'uing withinhe regular classroom. (sip -jail. if there is no other

help available. Therefor, Its croom teachers areencouraged to take in I .2 inedill reading inorder to provide reri,cidiiil ;isA-tance for students, intheir own classrooms.

Teachers, supervisors, and administrators par-tit ipating in any cf these reading programs may ex-pect to see student improvement in -many subjectareas. liowilver, in the iircii:ess of teaching read-ing skills, teachers must not lose sight of the mostimportant value of all reading for the sheerpleasure of reading! If re!c.:ti:nt readers can becomeenthusiastic readers, the reading program can bejudged successful.

' Robert Ka.lin, Trochrtg High Scbco! (Indianapolis, )nit'ana: The B)bbs.Merrill Coniruny, Inc., 1964),p, 16.

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CHAPTER TWOPhilosophy and Objectives of

Secondary Reading InstructionPhilosopIty

',earring to read is a ermplex de,velopmentidproccss which begitts, early and continues through-out life. As an individual extends his experieners,he develops his abilitie-, deepens his Insights, in-creases his interests, and realizes more of his poten-tial. Reading is closely allied with the other kinguage arts and facilitattts an individual's ability- tothink, reason, judge, discriminate evaluate, dIs,:ern,and solve problems. Considering the many arerts inwhich reading undergirds an individual's learning.reading necessarily incorporates the acquiring ofmany intorreIatctd skills,

Reading b; a skilled proce,--,s, not a sthject. 'More-over. reading has no conte it of its on rl t thc Nitri-cu!ar areas supply its coal ant. Con--cquently91teachers of academic and technical sultjects a'e

resitonFihk for helping students to tikya p skills(z.scntiid to i t atlitig in the many diftt 1". 171 .S1111,:,(Ct

alT;tz. *:4 konkto y emphasi7e tattlingas ore of the major kat niag goals in each s.tbjeyttont ribute signitiednily- to their students' itt ;somaanti ;tattle/1de grirottlh

high st hoiti eurricedllnt is hasiatIly t p!orit-tory toll toptirf s ?midi iea ling. It is tit Er foie theright of .illy sttiach.t to reeciye instrutii..1-t in basicand fortctioral rr acing skills and in all ollit-rof communi. ien 'hat 1,161)1nt' reading gto ith andcifictactni learning. it is al oi t. secondaryresport,iitility to help students develop the lift timerCatlillg yat,it, (Nit rt1 mauling intern -ts I t,'!c,,anti to rl1VC IA, 1-c oc al l iitiations of del ittizittheattit!itles- tcottard I(

Secontl.ti tet-t.;1-:rs tr.itst ft ri A lb. p con-(4-111 fer stti ykho 11.-*ye trlttt nit..,1 fat it)1.00ilk. turt,titr and or roin..1110.1,t..taff,o 111.1illi l rewiict.

UC2 pro\ itIf stittItTt I. ki-tkize.

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meaningful developm^ntal program should be pro-vided for students who read well but need guidancein acquiring the more ad.,anced skills that secondaryschool and college courses require. Even whentrained reading teachers aie available, subject areateachers must continue to assume responsibility forimproving reading skills in their c.reas of special-ization.

The uniqueness of the individual determines thetype of rcaeing instruction, the teaching methods,and the materials to be used. No Gne method ofreading instruction is best. The best method for anindividual student is the method that more nearlyfits his specific needs aid offers the greatest poten-tial for development. Multi-level materials with awide range of interests and difficulty should beavailable to and used by both subject area andreading teachers, replacing the sh,gle textbook usedfor so long in many subject fields. More importantthan Methods and materials are enthusiastic andperceptive teachers the key to any successful in-structional program,

ObjectivesThe major purpose of secondary reading instruc-

tion should be to he'p each student .r,elop the read-ing skills and habits through which he becomes adiversified and able reader according to his ability.To achieve this purpose, secondary teachers shouldpursue the following specific basic objectives:

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1. 'to help all students develop and improvebasic and functional reading skills.

2. To provide students with essential knowledgeof techniques for continuous development ofword recognition, vocabulary, comprehen-sion, study skills, and reading flexibility.

3. To aid students in learning to read criticallyand creatively.

4. To help students develop specific purposesfor reading.

5. To teach students how to find specific in-formation.

6. To enable students to extend their own ex-periences.

7. To add to students' appreciation of theirheritage through reading.

8. To help students appreciate different culturalmores and social, ethical, and spiritual values.

9. To increase students' interest and ability insharing pleasure and information throughreading orally.

10. To provide students with the knowledge toselect reading materials from whi.h to ful-fill personal needs.

11. To broaden students' interests and desire toread a variety of materials.

12. To encourage students to form the lifetimehabit of reading.

*WI

V

CHAPTER THRJOverview of Reading in the

Elementary SchoolFor the secondary teacher to understand the

important role of reading in the junior and seniorhigh school, some background knowledge of theelementary school reading program is necessary.Nearly all elementary instructional activities relateto reading. When reading is involved, instructionin basic skills is usually provided as needed in theelementary grades.

The elementary reading program generally in-cludes a specified amount of time daily during whichbasic reading skills are taught. This amount of timevaries from grade to grade. In the primary grades,as much as one-half of the instructional day is oftendevoted to teaching reading and the other languagearts. In the Intermediate grades, less time is allottedto basic reading instruction, as many reading skillsand abilities are taught in the subject areas.

Content of Elementary Reading ProgramsElementary reading instruction includes word

recognition and word meaning skills; various com-prehension skills, ircluding literal, inferential, im-plicit and explicit skills, and critical and creativethinking; reading-study skills; various reading rateskills; oral reading skills; and extensive readingfor reinforcement and enjoyment.

More specifically, the elementary school readingprogram is designed to help students develop pro-ficiency in the

1. Ability to recognize words through theof configuration, picture, and context caues,

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phonetic and structural analysis skills, anddictionary usage.

2 Ability to associate appropriate meaningswith word forms and understand varied wordmeanings through experience, context due3,and dictionary use.

3. Ability to comprehend the meanings of vords,phrases, clauses, sentences, paragraphs, andlonger selections of material read; recognizeand organize facts and detr its; find mainideas; detect the writer's purpose; and under-stand sequence.

4. Ability to interpret, evaluate, and appreciatematerials read by predicting outcomes, per-ceiving relationships, evaluating materialread, making judgments, drawing inferencesand conclusions, detecting an author's mood,purpose and tone, analyzing material, anddifferentiating between fact and opinion.

5. Ability to read at varying rates according tothe type of material and the purpose forwhich it is being read. Flexible reading ratesintroduced in the upper elementary grades,using various materials, include skimming,scanning, reflective study-type reading, andrapid reading.

6. Ability to read well orally to an audience toshare information, clarify ideas, develop bet-ter understa-.ding, and obtain enjoyment andpleasure. Oral readia.g skills are developedin the elementary grades by directing Mten-tion to reading in thought ulits, observingcorrect punctuation, enunciation and pro-nunciation, and varying pitch and volumeof voice. Materials used for o:al reading in-

elude poetry, drama, and narrative stories.7. Ability to use a variety of reading-study

skills, such as using the dictionary; locatingspecific information in textbooks and refer-ence books through the use of the index, thetable of contents, and the glossary; usingthe librwy for obtaining information andenjoyi,g various materials; and organizinginformation through selecting main ideas anddetails, following directions, summarizing,outlining, and note-taking.

8. Ability to select appropriate materials thatwill enhance reading skills, interests, andhabits.Ability to read for pleasure and enjoymentas a leisure-time activity, thus developing thelifetime reading habit.

Types of Elementary Reading InstructionBasic reading st ills are generally taught in three

types of instructi, ,.al programs in tl 'ementarygrades. These types arc developmental, corrective,and remedial reading.

In the developmental program, skills are intro-duced sequentially in all grades. Developmentalreading instruction is based on the concept thatlearning to read is a continuous process beginningeatly in the school program and extending upwardthrough the grades. Readiness for learning anynew skill or concept is considered important in everyelementary grade, not just the first grade.

Most elementary schools use carefully gradedand selected basal readers in the developmental pro-gram to promote acquisition of skills needed forsuccessful learning. These basal materials are sup-plemented with varied independent and instructionalreading materials for skills reinforcement. Manyschools supplement basal reader instruction withsuch approaches as language-experience and multi-level instruction. Some elementary schools haverecently introduced the linguistic, programmed, in-dividualized, and Initial Teaching Alphabet ap-proaches into the developmental reading program,

Several different basic patterns of class organi-zation are used in the developmental program. Mostelementary teachers organize their, program aroundseveral flexible reading achievement groups withinthe class. Each group is taught at a level commen-surate with its abilities and needs. Some elementaryteachers use tutorial, spacial needs, interest, team,and "research" grouping in addition.

The practice of working with en entire classgroup At the same time, using one level of basalmaterial, is neither encouraged no: widely used. Fewclassrooms exist where all students are functioningat the same level and need similar skills.

10

In some classrooms, developmental reading in-struction is completely individualized. Each studentselects materials which he wishes to read. Usingthis material, the teacher confers with each studentindividually to assess needs, teach skills, and pro-mote wide reading in related materials. This ap-proach has been especially helpful in meeting theneeds of exceptional learners.

Through varied and consistent experiences indevelopmental reading, elementary students areintroduced to the different types of reading requiredin the subject areas. They are also encouraged todo much recreational reading, thus extending basicskills and developing the lifetime reading habit.

When students fail to develop reading skills inthe basic developmental program, corrective and/orremedial instruction is often provided. Correctireinstruction is usually given in the regular classroomto individuals or small groups who are experiencing tit !minor reading skill problems which can be easilyovercome.

Remedial instruction is sometimes given toseriously handicapped readers who are eeadingapproximately two or more years below their ca-pacities. Such instruction is generally provided bya spc ial reading teacher emplo, ed to worst withindividuals or small groups of students during theschool day. Some elementary schools, however, havereduced class sizes to provide remedial instructionwithin the framework of a regular class, sinceremedial reading teachers are rather scarce in thestate.

Concepts of ReadingBecause various teachers and reading authorities

view reading in many ways, there are numerousdefinitions and concepts of reading which influencethe types of el nentary reading instruction providedtoday. "For some, reading is producing sounds rep-resented by the printed symbols and putting thesesounds together into words. This process is com-monly known as word recognition or identification.Sometimes it is called 'decoding' or 'breaking thecode. "' I

To others, reading is recognizing the words ona printed page and understanding their meaning.This process is known as word perception. Someteachers, critics, and even reading specialists stillbelieve that developing wore perception skills is thetePcher's major instructional task. This idea wasmore widely accepted in the past than today. Wordperception should be considered a means to an end,not an end in itself. Students must be taught torecognize and understand words as well as to

',Wen M, Robinson, "Teaching Rcading To-clay," DSc In.s1ructor, March, 1965. p. L6.

understand the author's message, using variouscomprehension skills.2

To other teachers and reading authorities, read-ing involves word perception and comprehension aswell as reaction to what is understood and integra-tion of ideas. Those who adhere to this conceptbelieve that a student must be taught to readcritically. He must learn to judge, evaluate, inter-pret, and exercise reason as he reads. He must alsofuse new ideas with previous knowledge and oldideas. This concept of reading, if followed in dailyteaching, will inevitably lead students to continuedpersonal and social growth toward maturity.°

Stages of Reading DevelopmentAccording to Dr. William S. Gray, the basic

reading program is organized in terms of five broadstages of development. The first four stages areconcerned with reading instruction in the elemen-'ary grades and can be characterized as follows:

1. The first stage, readiness for reading, usuallycompri es the pre-school years, the kinder-garten, and the early part of first grade.Throughout this period heavy emphasis isplaced upon experiences and training thatwill promote reading readiness. If there arephysical and/or emotional deficiences thatmight interfere with reading readiness prog-ress, steps should be taken to overcome themwhen possible. This period is essential for allfuture progress in reading.

2. The second or initial stage in learning toread usually occurs in the first grade forthose children who make normal progress.During this stage, pupils should acquire akeen interest in learning to read, develop athoughtful reading attitude, engage in contin-uous meaningful reading, and begin to readindependently.

3. The third stage, a period of rapid develop-ment of reading skills, usually occurs in thesecond and third grades. It is characterizedby significant growth in reading interests,notable progress in comprehension andinterpretation, independence in word recog-nition, fluency in oral reading, and increasedspeed in silent reading. At the conclusion ofthis period, pupils who make normal progressshould be able to read with reasonable ease,understanding, and pleasure any materialusually assigned in the early fourth grade.

4. The fourth stage, a period of wide reading,normally occurs in grades four, five, andsix. The chief nurposet., of instruction and

guidance during this period are to promotecomprehension and interpretation, to increaseefficiency in reading for different purposes,to improve oral reading, to extend readinginterests and elevate reading tastes, and toencourage increased efficiency in the use ofmaterials. Pupils who make normal progressduring this stage should score at the seventh-grade level in silent reading at its conclusion.'

Interrelationships of the Language ArtsAt all stages of development, effective elemen-

tary reading programs recognize the interrelation-ships among the language arts and coordinatereading instruction with listening, speaking, andwriting. Even though each of the language arts hasits own skills, these areas overlap at several points.Each of the language arts contributes to and is de-pendent upon the others for complete development.When skills are developed in one of the language arts,improvement is often reflected in another. Studiesclearly indicate that competence in spoken languageappears to contribute to competence in readingand writing., Improved listening contributes to thedevelopment of better speaking and hearing vocalni-laries.6 Competence in listening and speaking influ-ences ability in writing, and writing is highlyassociated with skill in reading.' Reading affects,and is affected by, the other language arts.'

SpeciVcally, there are four language arts: listen-ing, speaking, reading, and writing. Listening andreading are considered receptive arts through whichexperiences are gained. Speaking and writing aretermed expressive arts through which experiencesare share d. All are controlled by the thinkingprocess, itself considered a language art by someauthorities. Listening and reading require similarthought processes, such as interpreting main ideas,finding supporting details, perceiving relationships,summarizing and organizing ideas, detecting emo-tions, grasping significance, and understandingpurposes.° Speaking and writing also require these

'William S. Gray, "The 'Nature and Organization of Rasic Instruction in Rearline.,',' The Teaching of Reading ASecond Report, Thirty-sxth Yearbook of the National Societyfor the Study of Education. Part I (Bloomington, Illinois:Fantagraph Priating and Stationery Company, 1937), p. 76.

'Walter Loban, The Language of Elementary Chit.dren (Champaign, Illinois: National Council of Teachers ofEnglish, 1963), p. S.

'George D. Spache, Toward !letter Rending (Champaign,Illinois: Garrard Publishing Company, 19631, p. 162.

`Gertrude IL Itildreth, "Interrelationships Between Writ.ten Expression and the Other Larguxge Arts,' fntrrrOntionships Among the Language Arts (Champaign. Illinois: :Na-tional Council of Teachers of English, 1954), p. 4.

'Agatha Townsend, 'Interrelationships Between Readingand Other Language Arts Areas," Elementary English,XXXI (February, 1954), 99.109.

'Lillian Gray, Teaching Children to Riad Ord ed.; NEWYork: The Ronald Press Company, 1963), p. 2L

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thought processes but from a different point ofview. Use of the expressive arts is basic to learningto read for meaning. Speaking encourages thinkingwhich prepares the student for reading develop-ment. Writing is a dirrct outgrowth of refiningthinking skills in listening, speaking, and reading."

The language arts have a common purposecommunicating ideas from one person to another.In addition, there are several common characteris-tics among the language arts. All of them make useof a common code or signal to transmit "messages."This signal is the word." Words, either spoken orwritten, are symbols assigned to represent objects,action, relationships, or a combination of these.Words have no meanings as such. When one eitherhears, speaks, reads, or writes a word, he mustrecall some experience which will help to givemeaning to that word." Meaning specifically residesin the experiences of the levmer.

A child's listening and speaking vocabularies de-veloped in his early years form an important part ofhis linguistic ability for learning to read. By utiliz-ing a child's knowledge of spoken words, teachingbeginning reading is made easier." Throughout theelementary and secondary schoo: years, reading suc-cess continues to depend upon the size and usefulnessof one's vocabulary.

Not only do all the language arts make use ofthe same medium of words, but they have othorcommon characteristics. They follow the same pat-tern in the use of words, sentences, and structuringideas." Each of the language arts is also intimatelyinvolved with thinking."

In his study of the language of elementary schoolchildren, Loban" emphasizes the interrelationshipsof the language arts. He reports very positive rela-tionships among listening, speaking, reading, andwriting. He found that students in the lowest andhighest quartiles in writing were correspondinglylow and high in reading achievement Those whowrote well in the third grade were also the oneswho rated above average in speaking and reading.Likewise, those who showed competence in generallanguage ability were also highly competent inreading ability. Those low in general languageability were low in reading ability."

Language is a form of behavior which is learned

'°Hildreth, op tit."Lillian Gray, op cif., p." Ibid., pp. 18.19,"Ibid, 'p. 19.20."Mildred A. Dawson, "The Role of Reading in Relati..m

ship to Other Areas of Communication," New Frontiers inReading, international l'eading Association Conference Pro.ceedings, Vol. 6 (New York: Scholastic NIagatines, 1960), pp.156-160.

Lillian Gray, op cif., p. 22.Loban, op ed., p. 87.

"ibid., pp. 85-97.

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by each individual through experience and imita-tion. Language skills are closely related in theirdevelopment, with each reinforcing the other. Toprovide a complete program of instruction, allteachers must understand the process and sequenceof language development.

Betts"' emphasizes that language develops in anorderly sequence. Through various experiences, thechild acquires the necessary prerequisites for lan-guage. In acquiring language skills, a child learnsto listen to language. Then as he develops linguis-tically, he learns to imitate sounds or to speak.Somewhat later, he learns to interpret visual sym-bols or to read. Finally, the child learns to use visualsymbols to communicate with others or to write.

In the process of language development, theremust be constant refinement through broadenedexperiences and increased power to do sustainedthinking." Studies show that a student's languageis a direct product of his environment, his experi-ences, and his thinking abilities. If both elementaryand secondary teachers understand the interrela-tionships of the language arts and the sequence oflanguage development, reading will not be isolatedfrom the other lan,Tuage arts and treated as aseparate "subject." ;Rather, reading will be givenits proper place in the language continuum as areceptive art, completely dependent upon compe-tence in listening, speaking, writing, and thinkingfor mastery.

Expectations at the End of the ElementaryReading Program

Since students completing the elementary read-ing program vary considerably in their physical,social, emotional, and intellectual growth and ex-periential backgrounds, various stages of readingand language development should be expected. Manyof these students reached the stage of readiness toread M different ages and maturity levels. Theythen progressed in reading and language develop-ment through the grades at difforent rates. Thus,at the end of the elementary program, the levels ofachievement are usually highly varied. Some stu-dents will be reading at the beginning seventh-gradelevel; others will be well above or below this level.

The wide range of reading mastery which stu-dents evidence at the end of the elementary gradesmakes the need for continued teaching of basic andfunctional reading skills at the secondary level un-questionable. A continuous reading program is nolonger optional but rather a necessity in today'seducational structure.

"Emmett A. Betts, roundertions of Reading instruction(New York: Ames kart Book Company, 1957), pp, 6-10.

"IFd.

CHAPTER FOURTesting and Evaluation

Comprehensive testing and evaluation of theschool's total instructional program lead to con-tinuous progress in all areas. They provide thenecessary foundation for change characterized byplanning Ind purpose, rather than change occurringby drift and accident. An effective appraisal of theextent to which the school's objectives are beingachieved is an essential part of the total instruc-tional plan.

Purposeful evaluation of the reading programis based upon four major principles.

1. Knowledge:: and skills to be nieasured shouldbe directly related to objectives of the read-ing program.

2. Evaluation of an individual's readingachievement should be ')ased on knowledgeof his potential.

3. Evaluation should he sufficient in scope toassess growth not only in reading skills butalso in social and personal development asa result of reading.

1. Evaluation should be continuous.'Tests administered according to these pi inciples

' A. Sterl Atiler,"Evaluatic.n of Reading," Instri,eree,March, 1965, p..9.

yield data that will help teachers and guidancecounselors to determine the strengths and weak-nesses of the reading program, to provide directionand dimension for program planning, to diagnosedifficulties, to group students, and to determine thedegree to which students are being taught to func-tion as adequate readers.

Thorough assessment of the reading abilities ofjunior and senior high school students necessitatesthe use of a variety of evaluation tools:standardized te.sts, informal reading inventories,questionnaires, checklists, observations, conferences,cumulative records, teacher-made tests, readinginterviews, and other subjective techniqfes. Thosetook may be used with an individual or with groups.Their optimum use depends upon the proper identi-fication of the area to be evaluated and upon theconsideration which must be given to such relatedfactors aa intelligence, vision, hearing, emotionaldevelopment, experiential background, motivation,and interests. Prior to testing, the teacher shoulddecide what is to be Measured, hc,w it is to bemeasured, how observations aall data arc to berecorded, and how the information is to 1)e inter-preted and used to improve student-learnirgexporiences.2

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Ncd 1). ..larW rffrl, PO'cr ,7 11, f;,ot (Ncw TEP 1{, nal.' rmy. p.

Standardized Tests

Standardized tests are among the most com-monly used evaluation instruments. These testsshould be carefully selected and used. In-serviceprograms for the entire faculty should be devotedto the selection, use, and interpretation of thesetests, as many decisions and instructional practicesare based on the results of standardized tests.Through in-service programs, schools may examinethe scope of the testing program and advance itfrom a minimum to an optimum one.

A minimum testing program in the junior highschool includes the measurement of scholastic apti-tntle, a yearly achievement tat, and tests of basicskills, such as work-study, reading, and languageskills. The optimum program includes survey testsof achievement, diagnostic tests, special readingtests, personal-social adjustment inventories, inter-est inventories, and others.

The minimum testing program in the high schoolincludes a test of scholastic aptitude and achieve-ment tests in subject areas. The optimum programalso includes adjustment inventories, interest ia yen-tories, problem checklists and others.'

Standardized tests are commonly used to measurethe wide range of reading levels in a class, school,or school system. Having norms, they providestandards for comparing students on a nationwidebasis. They are usually the first tools used to iden-tify those students who are below grade level andwho need further testing. Standardized tests alsoprovide standards for making improvements invarious curriculum areas.4

Because of their structure, standardized testshave many advantages. First, their contents haveusually been determined through study by teamsrather than by an individual. Second, their designincludes pretesting to determine the level of diffi-culty of the test items, the amount of testing timerequired, and the sizes of typical Scores made byvarious types of students. Third, a description ofthe method used in developing the test is usuallyincluded in the test manual along with other tech-nical information on administration, scoring, andinterpretation. Fourth, several parallel forms areusually available for comparison. These tests areobjective in administering and scoring, and manytests provide profile charts useful in the interpre-tation of results. Fifth, the standardized test per-mits many students to be tested simultaneously.

'3. Stanley Ahmann and Marvin 11. Giock., ta/HatingPupil Growth (Bosion: Allyn and Bacon, Inc., 1967), pp. 483.484.

P. Alan Robinson and Sidney J. Rauch, Guiding TheRending Program (Chicago: Science Research Associates,Inc., 196c), p. 69.

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Standardized tests, however, have limitations.They are nut constructed to measure such importantaspects of learning as interest, attitude, apprecia-tion, determination, and purpose. They sometimesfail to diagnose specific needs of students whoscore well on standardized tests, but are unable toperform correspondingly well in the classroom;conversely, they may not measure accurately theperformance of students who do well on daily workbut are nimble to score well on tests.

Another problem faced by those responsible forthe construction of tests, particularly achievementtests, is how to make a single teat suitable forstudents who have been instructed by differentteachers, wing different textbooks, i.ipplementarymaterials, and methodologies. Although based onelements thought to be most commonl;, taught, thetests may not have standardized norms appropriatefor use with all students.

Sone weaknesses not inherent in the test'sstructure iteelf lie in its inappropriate usage. Fail-ure to follce.v directions, to observe time limits, orto administer the test with the understanding thatit is being given to appraise the student's perform-ance, not the teacher's, affects the validity of thetest. Grave dangers also lie in basing judgments ofstudent performance on one test result rather thanon a series of scores and in deciding the fate of anindividual m ith the results of a test score withoutdue consideration of other test results, teacherjudgments, and past performances. Teechers shouldremember tint a test score represents only onescore that the student made on a particular day inhis life.

Standardized tests are commonly usod to furnishreliable data for screening students for develop-mental, corrective, ard remedial programs. Theycan be used to identify students who need morespecific analytic testing. In some instances, stan-dardized tests may be used to predict performancein a given subject area, since scores are sometimesuseful in d:rermining whether the student can beexpected to do well or poorly in a given subject.

Standardized tests may also serve to determinethe individual's progress in a given area. For thispurpose, there are comparable forms of the test,enabling the student to be tested in both the falland spring terms.

Standardized tests serve uniquely as an addedcriterion of measurement to assist the teacher inevaluating the emphasis to bo placed upon specificskills and content in reading and in the varioussubject matter areas. Furthermore, these tests are

'Ibid,

useful in helping the teacher to evaivat9, to someextent, the effectiveness and appropriateness ofhis teaching. Test results may show, for example,that in one class or group heavy emphasis mayhave been placed on facts and details, while inanother, emphasis may have been placed on causeand effect relationships and inferential thinking.Such information should be useful to teachers inappraising the instructional program and decidingon future instructional activities.

There are three types of standardized readingtests survey tests, diagnostic tests, and scmi-diagnostic tests. Each type is structured for variouspurposes and uses in measurement and evaluation.

Whether a reading test can be labeled a surveytest depends more or less upon the purpose forwhich it is used and upon the number of its subtests.A reading survey test is constructed to measure thegoners) level of difficulty at which a student canread. Survey tests usually include sections on gen-eral vocabulary, comprehension and reading rate.

In a comprehensive testing program, surveytests are generally given first to identify areas ofindividual and group weaknesses. Increasingly, testbatteries are being recommended to serve thispurpose. A distinct advantage of batteries is theavailability of a profile, providing a more adequateinterpretation of the student's strengths and weak-nesses. Teachers using the high school batteries,however, should bP aware of the pi 'llem of develop-ing meaningful norms since popula,...ms differ foreach subject area and since all students may nothave completed the same courses being tested. Forsome students, therefore, the norms would not bevalicl.G

Survey tests help the teacher to do initial screen-ing for serious learning disabilities; however, theteacher must supplement the survey test scores withadditional data.

The diagnostic reading test may be administeredto students who do poorly on the survey test. Thistest, containing items sampling certain aspects ofI- rning that have caused difficulty for large num-bers of students, is used to analyze areas of weak-ness. Since diagnostic tests give information forremediation, they are usually longer in order tomake the subtests more reliable. Subtests yieldscores on various skills, such as syllabication,knowledge of consonant sounds, blending, reversals,endings, vocabulary, sentence meaning, paragraphmeaning, and various other comprehension skills.Detailed diagnostic tests are usually individuallyadministered and require more administrative skillthan the survey test, Since norms are not always

'Minima and Glook, op cit., p. 358.

15

provided in diagnostic tests, it is important forthe teacher to make a careful analysis ot the testresponses to determine the student's weaknesses,'

Semidiagnostic tests often have lengthy sectionson comprehension and reading rate added to thesections on vocabulary and word recognition. Theymay also attempt to measure additional factors.These tests usually contain more items and requiremore testing time. A careful item analysis of thistest often reveals many basic weaknesses inreading.

A comprehensive list of standardized readingtests is included in Appendix F. These tests will beof more value if used with other evaluation instru-ments, which are also listed in the appendix.

Informal Reading Inventories

While helpful to the teacher, standardizedreading tests do not give a complete reading evalu-ation, Teachers should use informal measures, suchas the informal reading inventory, to gain othernecessary information."

Informal reading inventories are consideredvery helpful in appraising strengths and weaknessesin reading. They may be commercially prepared orteacher-made and may be administered to an indi-vidual or to a group.

Most teacher-made informal reading inventoriesare constructed from a set of graded readers ormulti-level content materials being used in the class-room and structured to test specific skills. Factual,inferential, and vocabulary questions are usuallyi,icluded in a test of this type. The informal read-ing inventory generally consists of two readingselections taken from the same grade level. One isto be read orally; the other silently. Ths selectionsare arranged in the order of difficulty, beginningas low as the first-grade level if necessar:: and ex-tending to the twelfth-grade level or above.

A graded word recognition test may also bedeveloped and used to test word recognition skillsin isolation as a part of the inventory. The wordsir,cluded should be selected from carefully gradedmaterials.

Through skillful administration and interpre-tation of the informal reading inventory, severallevels of performance can be obtained. The teachercan identify the independent, instructional, frustra-tion, and hearing capacity levels.

The independent reading level is reached whenthe individual student can read with approximately98 to 99 per cent accuracy in word recognition andhis comptehension is approximately 90 per cent or

ibid.. pp. 355.158.'Robert Karlin. Tee:rhino Rmiong in High .kr1,, of (In-

dianapolis: '11-e Robbs.Merri'l Ccrnpany, Inc., 1961), p. 73.

better. He reaps well rhythmically and observespunctuation. His ,Silent reading is more rapid thanoral at this level.

The instructional level is reached when thestudent can profit from instruction and read withguidance from the teacher. He can read with ap-proximately 95 per cent accuracy in word recogni-tion, with comprehension of approximately 75 percent or better, His oral reading is expressive; hissilent reading is more rapid than oral; and he showslittle or no evidence of lip movement, vocalization,head movement, and the like.

The frustration level is reached when materialscannot be handled by the student. His word recog-nition score is approximately 90 per cent or lessand his comprehension is 50 per cent or lower.

The hearing capacity level is obtained by theexaminer reading material aloud to the individual

levels beyond the frustration reading level. Thestudent's ability to listen to and comprehend ap-proximately 75 per cent will determine his hearingcapacity.'

There are many valid reasons for including in-formal reading inventories in a comprehensiveprogram of testing and evaluation.

1. They give a good indication of what hasbeen learned ove a short period of time.

2. They help the teacher determine teachingeffectiveness.

3. They compare one student with members ofhis class instead of students of anotherschool.

4. They measure achievement in specific skillsas taught by the teacher.

5. They give students practice in followingdi rections.

6. They show weaknesses and strengths of theclass in specific skills.

7. They help students to learn through observa-tion and correction of errors.

8. They help in evaluating the progress ofreading growth in specific areas.le

If constructed well and administered intelli-gently, informal reading inventories should help tovalidate the information secured from other evalua-tion tools.

Informal Measure of Study Skills

Secondary teachers are often concerned aboutstudents who perform satisfactorily on short selec-tions in a standardized test but who are unable to

'Marjorie Seddon Johnson and Roy A. Kress, InformalRran'iNg Intel ork, (Newark, Delaware: international Read.ing Association, 19650, pp. 6-13.

"Rnhinson and Rauch, op cif., p. 71.

cope with longer reading selections. These studentsoften Jack proper reading-study skills, such as sur-veying materials, adjusting reading rate to purpose,using parts of textbooks, using various sources ofinformation, using graphic aids in written mate-rials, summarizing, organizing details, and the like.Informal tests to measure these skills are neededin a comprehensive program of evaluation.

To app-aise the necessary skills in a subjectarea, the teacher may periodically administer aninformal study skills test within a class period.Twenty to thirty minutes should be allotted forreading the material from content area textbooksor resource materials. Once the material has beenread, the student should not refer to it again unlessa test item requires the use of the reading selection.The teacher may construct a specific number oftest items to measure such skills as using parts ofa hook, using graphic a,ds, noting r.ain ideas andorganization, skimming, and the Ilk?. The teachershould observe the various study skills employedby the student and discuss with him skills he usesproficiently as well as those needing further devel-opment. Also, the teacher may administer a readingand study skills questionnaire such as the one inAppendix B. If more formal testing of study skillsis apparently needed, standardized study skills testsshould be administered. Available study skills testsare listed in Appendix F.

Other EI iluation ProceduresVarious other procedures of evaluation can be

used to supplement the information gained fromstandardized reading tests and informal 4nventories.0:,,r evaluation devices, and methods includequc,tiontiOires and checklists, dailif schedules, cu. mu-lalt.e file folders, teacher's obsertation, the readinginterview, parent conferences, themes, reading auto-biographies, anecdotal records, and screening. Thesedevices may be helpful in determining reading in-terests, measuring the effect of reading, and esti-mating capacity of growth. Although these devicesand methods yield information That does not havenorms, they do measure working habits, motivation,interest in reading, determination, attitudes towardreading, appreciation, and creative and critical read-ingfactors which many standardized tests andsome inventories cannot reveal. apache suggests thatthis information should be very beneficial to theclassroom teacher and easily tranclnted into me.in-ingful teaching methods and activities."

Questionnaires and checklists, for example, mayreveal students' attitudes and their lack or breadthof experiences. An analysis of the student's daily"

George D. Spathe, Totcild Ileitrr Rcrufing (Chanipaigo,Illinois; Garrard Puhlishinr Company. 1963, p. 36'2.

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1

tt

schedule may reveal his reading interests as well asother interests, his reading needs in subject-matterareas, and his extra-curricular activities. The stu-dents' cumulative file folders contain informationon physical factors, home background, mobility, at-tendance, test scores, and teacher's comments. Froma teacher's observation and the reading interview,difficulties in seeing and hearing may be ascer-tained, along with other strengths and weaknesses.Hitchcock and Alfred found "teacher observationessential for estimating pupil interest in readingassignments, resistance to distractibility, enthusi-asm for reading, speed in assigned reading, willing-ness to read orally and dependence upon listeningas a substitute for reas.:Ag.""

According to Strang and others, "the readingautobiography may give valuable insight into thestudent's reading development fro.' his own pointof view. He tells of his early experiences withreading, his present attitude toward and interestin reading, his reading difficulty or problem as hesees it, and what he thinks caused it. Indirectly hemay give important clues to reading difficultystemming from his relations with family, friends,school, and teachers. In these introspective reportshe often reveals what reading means to him." '3

The value of these informal procedures and de-vices, like standardized tests, lies in their use andthe altitude of the user toward the informationrevealed. If they are used frequently and the re-sultant information is compiled and studied withthe understanding that the information is not allconclusive, these methods of evaluation will improvethe teacher's understanding of the pupil.

Sources for some of these informal evaluationdevices and methods are found in Appendix F.

Evaluating the Disadvantaged

In recent years, attention has been focused ontesting and evaluating the reading performance andlearning potential of the culturally disadvantagedstudent. Many authorities believe that the identifi-cation of the disadvantaged student for educationalpurposes follows no definite pattern. Many factorsmust be considered in determining the extent andnature of the student's disadvantages. Generally, astudent considered educationally and cuiturally dis-advantaged is one who is unable to make the neces-sary response to the academie or social learning

"Arthur Hitchcock and Cleo Alfred, "Cart Teachers MakeAccurate Estimates of Reading Ability'!" Clearing !knee,XXIX (March, 1955), p. 422. Reprinted by permission of thepublisher.

'' Ruth Strang, Constance M. McCullough, and Arthur E.Trailer, The improvement of Reacting (3rd ed.: Now York:51cGra,...11ill Rook Company, Inc., 1961), pro. :H4-315. Cserlwith perm:ssion of McGrawHill Book Company.

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situation in school. He has been handicapped byenvironmental conditions and a limitcci experientialbackground.

He is said to be characterized by the following:Negative self-conceptLow language levelPoor utilization and interpretation of feelings

with abstract symbolsDifficulty in transition from concrete to abstract

modes of thoughtConcrete and inflexible intellectual functioningUnique dialect of spoken languageLc ,v intelligence quotientInsufficient motivationLittle respect for public school authorityDefeatist attitudeNo compassion for less fortunateDistinctive style of learningPoor acceptance of criticismInability to see advantages to education"Prescriptive steps have been recommended to

remove such inadequacies, one being constantlyevaluating even the smallest increments of growth.The quality and diagnosis of skills needs will de-pend upon the teacher's awareness of the need forparticular skills and a knowledge of those skills.This is especially true in reading, as the acquisitionof basic skills is a "must" before the student canproceed to more abstract levels.

The perceptive teacher, exercising highly de-veloped observational abilities, holds the key toassessment, since the techniques now thought to bemost valuable to the clan: room teacher are thoseinvolving listeninj comprehension. The student'soral responses will indicate his ability to relateideas, to remember facts, and to use them in afunstional way. Observation and recording of re-sponses to structured learning situations supersedesproup achievement testing, which usually will dohttle more than to indicate a grade-!evel score. Itwill not furnish the teacher with information ofparticular skill 'needs.

The use of group standardized intelligence teststo assess abE'Ity of the disadvantaged is not favored.Crippling language and reading problems causescores that may be detrimental rather than helpfulto the student. These tests have not been normedexclusively on a disadvantaged population. ThePeabody Picture Vocabulary Test is highly recom-mended to give indications of ability, since it dews

"George W. Henke. Are the Prolo,,,,Is of the Disailvantaged Really New Edlroion /ro,.0 1Apri1, p.Reprinted by permission of the publisher.

not require reading.'' The Binet or WISC is recom-mended for use by trained persons, as these instru-ments do not necessarily require reading ability toindicate intelligence.

Tape recordings have been used most success-fully to help the teacher to identify areas for in-struction. The teacher listens to the student recordhis thoughts and reactions to questions, because helacks a knowledge of words to write them. Analyz-ing the tapes, the teacher notes the cognitive stylesof speech."° Bernstein noted that the language ofthe disadvantaged is restrictive rather than diver-gent. An imperative or a partial sentence formfrequently replaces a complete sentence or an ex-planation. This may be attributed to early childhoodwhen he was accustomed to a brief "yes," "no,""go way," or "later." Though often colorful anddescriptive, this pattern is most inadequate andshould be carefully assessed for instructionalpurposes.''

Auditory discrimination, may be assessed anddeveloped through use of taped lessons, Togetherthe teacher and the student may study the patternsand note specific needs. Standardized tests are alsoavailable for use in this area. Teachers may use thetape recorder to analyze the depth and breadth ofthe student's vocabulary. Vocabulary may be as-sessed better by the teacher who listens to thestudent's attempt to give a satisfactory responseto a problem or question, often ending with a sub-stitution of simple words and phrases, inadequatelyclimaxing with "you know."

After the student has been literally immersed

Walter B, Rarbe, "Identification and Diagrosis of theNeeds of the Educationally Retarded and Disadvantaged,"Tie Edneationn.ly Retarded and Thviiii.antaged, The Sixty -sixth Yearbook of the National Society for the Study of Edu-cation, Part I (Chicago: The University of Chicago Press,1567), p. 118.

'' William D. Sheldon, "Language Skills of the CulturallyDisadvantaged,' Rending and inciairg, X (Nev ark, DefaNvnte: International Reading Association, 1965), p. 255.

Anna S. Ha..ris, "Early Diagnosis and Intervention inthe Prevention of Illiteracy,'' Reading and lnytir,i, X (New.ark, Delaware: International Reading Asseclat'on, 1965),p.

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in the speech sounds that he needs to acquire andfeels that he can express himself in "middle-class"English, he would be better able to make responseson vocabulary items contained in standardized read-ing tests. For this reason, ,mecdotal records aremost helpful in diagnosis, particuli.rly when theydescribe specific qualities and suggest effectivemethods of instruction for a particular student.

The teacher should be aware of tests and instru-ments useful for checking visual and auditory diffi-culties. For example, when students are found to beable to hear sounds but not to discriminate amongthem, Wepman's A wiiI9ry Discrimiwition Test(Language Research Associates, Chicago, Illinois)would assess fine differences in the sound of words.When vision and hearing need evaluation, the visualefficiency test (Ortho-Rater) and the hearing test(Ma ico Audiometer) would he helpful. The audiom-eter is considered one of the most accurate meansof identifying loss in auditory acuity because it pro-vides an assessment at different frequencies. Otheruseful tests for discrimination are Letter Discrimi-nation Tests: Identifying Capital and Liner CaseLetters by Donald Durrell, and Word Discrimina-tion Tests and the Visaal-Motor Test both Iv

Robinson and Muskopf.Hume visitations are most helpful in evaluating

the disadvantaged. Keen o'oservation and well-statedquestions will identify problems, attitudes, and in-terests of both parents and students. The MinnesotaScale of Parents Opiniais (University of Minne-sota, Institute of Child Welfare) is useful in plan-ning and conducting the interview. Also, suggestedinterview questions are provided in Appendix D.

Meaningful and cumulative evaluation of dis-advantaged students will help teachers to adaptinstruction and materials to their mods. This evalu-ation often will lead to teaching for a depth ofunderstanding in fewer skill areas and settingrealistic instructional goals essentiol to providingsuccessful experiences so important to the disad-vantaged.

CHAPTER FIVEPlanning the Individual School

Reading ProgramMany secondary schools are meeting the chal-

lenge of planning programs to help students acquireskills that will enable them to read successfully intextbook.; and other materials. _Research showsthat many students enter and leave high school withpoor reading and study habits. Students need ave-nues in which to improve all areas of reading.especially word attack skills, study skills, vocabu-lary, comprehension, and reading rates.

Time is an important factor to consider in ini-tiating a reading program. Students not receivingadequate instruction in reading cannot progresssatisfactorily in content area assignments until theirreading skills are further developed. Without thisinstruction. students' lives become taut and adjust-ment problems often result. Time is of essence indesige'ng instructional programs that will helpsrulents to develop academically and personally.

There are many upecific ways that a ,,z(1100', mayplan a reading program. A principal r ay speak tot!fe faculty on emu eat trends in education and showwhat other schools are doing to upgrade readingproficiency, Visits to observe reading programs atother schools should be helpful. Instructional super-visors may establish workshops designed to acquaintthe staff with current practices in reading in allcut ricolum areas. Consultants from universities maybe secured to conduct in-service sessions en waysto organize and implement a reading program.Assignments; from professional t:Atbooks may be

given to faculty members to read and to share withtheir fellow teachers.

During this period of "teacher readiness," twoimportant results should be expected. The first is aLetter understanding about reading itself. Teachersshould develop the understanding that reading is aprocess rather than a subject to be taught and thatthe reading skills of each studet must be developedto the highest levels of compet- dossible. Teach-CIA should also understand that regardless of theeffectiveness of the elementary reading program,many skills can and most be refined, extended, andeven developed at the secondary level. The secondstep is the firm conviction that the developmeat ofit reading program is worth staff effort,'

Through in-service programs and faculty study,the staff may CXaT11111e the t.uroblems which stue'entsencounter in their work, This study may revealsuch problems as ;liaised xccabulary knowledge,inability to adjust reading rate to various purpose-.failure to come to school for asAgnefir,n,:e toward ptettll I reading, an apathetic attitude tow:atil any facet of school life, low Cell(geBoard scores, and overall low achievement On tests.A sumwary of problems may show that immec'iatesteps are needed to initiate a schooltxide readingprogram.

A sekoolwide reading committee may be formedto steer the program and develop guidelines forsequential progress. he committee should includea representative from each subject department, amember of the administrative staff, the librar:an,

' g:-.114 F:ylly. "A ;lie, I 1' cults1t-nd:rg." Ti p :111 .1: 1:!. V.J.60), 2,2 2,7.

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the reading teacher, a special education teacher, aspeech therapist, a guidance counselor, a socialworker, and consultants such as a curriculum coor-dinator and a reading consultant. Functions of thereading committee should include these activities:

1. Developing and maintaining a schoolphilosophy that includes a plan fnr readingin-provement involving all departments

2. Assessing present needs3. Initiating and implementing a reading pro-

gram to meet these needs4. Evaluating the total school program5. Informing various personnel and staff mem-

ners of their responsibilities(See Responsibilities of Personnel)

G. Expanding the program as needs arise7. Studying research findings8. r,--iting letters to publishing companies

requesting the most up-to-date materials9. Obtaining material listings from other opera-

tional programs10. Evaluating available instructional materials

before curriculum is determined11. Studying reading tests to determMe the ones

best suited for the needs12. Ordering periodicals and other professional

literature that relate to reading research13. Folding frequent discussions with depart-

n...nt chairmen and the reading committeeon reading progress reports

14. Advising all district and county administrn-tors of the school's progress in establishingthe program

15. Informing boards of education of the readingprogram

16. Compiling pertinent data for faculty evalua-tion and action

17. Keeping parents and the public informedabout the reading program

The person who assumes the responsibility forinitiating aid implementing the program needstime, during and after school hours, to study avail-able research and outstanding programs throughoutthe state and nation. Study assures a program basedon sound principles. The program resulting fromstudy should be tailored to upgrade the school's mostacute problems. As the program develops, less acuteneeds should also be given attention so that a com-prehensive and sequential program will be o:ganiredand implemented.

Following the study of the school's reading prob-lems and selection of a reading teacher, a schoolwidtesting program should be implemented. The seriesof tests used should survey and measure word attackskills, rates of reading, vocabulary development,comprehension, study habits and skills, and the like.

Reading test scores and findings should be madeavailable to all faculty members so that each mayknow the level of reading performance of the stu-dent body. As soon as students' reading levels areascertained, suitable materials should be suppliedto upgrade t1:e proficiency of each.

Responsibilities of staff members increase asthe reading program develops. The ability of thestaff to grow with the program will, in great mea-sure, accelerate or decelerate the program.

Responsibilities of Personnel in theReading Program

Problems of poor reading achievement in aschool affect all members of the staff from thesuperintendent to the custodian. Reading problemsmanifest themselves in ways ranging from com-plaints to wanton destruction and damage of schoolproperty resulting from frustrations due to failure.

The fact that the entire staff of a school is af-fected by reading problems suggests that there arecontributions which each staff member can maketo a program of reading improvement. Some basicresponsibilities may be shared by all the staff, whileothers are unique to a certain team member. It ishighly desirable to assign responsibilities and to besure that they are carried out.

Responsibilities of Administrators

The superintendent and principal play importantroles in the reading program. It is not necessaryfor :he administrator to be a reading speciali t toperform certain functions designed to improvereading in his school system.

The superintendent should accept theseresponsibilities:

1. Being fully aware of the status of the read-ing abilities and experiences of students inhis school district;

2. Helping devekp the philosophy and goals ofthe reading program;

3. Having general knowledge of the types ofreading programs bei.ig conducted in thedistrict and judging whether needs are beingmet in a sequential manner;

4. Selecting and employing competent readingsupervisors and teachers;

5. Providing adequate budget funds for mate-rials, testing and in-service training;

6. Evidencing genuine personal and profes-sional interest in all phases of the readingprogram by providing time for reports fromreading supervisors who have attendedmeetings and reading workshops;

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7. Keeping the school hoard and the publicinformed and involved, wherever practical,of the progress of the reading program.

The principal will be more closely involved viththe actual mechanics of reading instruction. He willknow more specific facts relating to his school'sreading scores, instructicaal materials, and person-nel needs. He should be involved in the followingspecific activities:

1. Visiting classes to observe l.eaching practicesand conferring with teachers about readinginstruction;

2. Arranging schedules to facilitate students'involvement in reading activities and to allottime for in-service training sessions;

3. Helping teachers interpret and use testresults;

4. Evaluating the school's reading program,philosophy and goals;

5.. Working with teachers and parents to solveproblems and interpret the reading program;

6. Encouraging teachers and students throughpersonal interest in the reading program;

7. Serving on the school reading committee.

Responsibilities of SupervisorsReading programs are strengthened in schools

and districts where directors of instruction andcurriculum are employed. They can be of specifichelp in a reading program by:

1. Working closely with reading supervisors tocorrelate aims of the reading program withthose of the total instructional program;

2. Evaluating the total curriculum to ensuresound principles of learning;

3. Aiding the reading specialists in setting upnew curricula to give special attention toreading skills;

4. Involving the reading specialist in imple-menting a sound reading program in thecontent areas;

5. Identifying individual students for refe.ralto reading specialists:

6. Supporting the reading program through allgrade lev,?Is and content areas.

The person specifically charged with the re-sponsibitity of the reading program in a district isfrequently call--I the reading speciolist, supervisoror consultant. His roles include:

1. Aiding in the development of the philosophyand objectives of the reading program;

2. Maintaining an overview of the readingprogram, including its strengths andweaknesses;

3. Analysing present programs and nracticesand initialing new programs;

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4. Recommending needed materials, personnel,facilities, and additional needs to the adenn-istrntion or curricuium coordinatur;

5. Conducting demonstrations, coordinating ma-terials exhibits, and assuming the majorresponsibility for in-service programs inreading;

6. Serving as a general resource perscii in read-ing, recommending professional literature,conducting public information programs, pro-moting leading in all curriculum areas, andproviding specific direction in all teachingactivities;

7. Conducting or organizing evening or adulteducation c o u r is e s and other specializedclasses for reading improvement.

Responsibilities of the Reading TeacherThe specialized reading teacher in u s t possess

many skills and be very sensitive to the needs andinterests of students. Included among the responsi-bilities of the reading teacher are:

1. Aiding in diagnosing reading problems ofindividuals and classes;

2. Determining corrective measures and pry _-

dures;3. Recommending rnate0als for specific prob-

lems or purposes;4. Implementing the reading program:5. Working with subject area teachers, librar-

ians, guidance counselors, and supervisorsto promote the reading program;

6. Knowing when to ask for specialized help forphysical and emotional problems;

'1. Informing parents, counselors, administra-tors, and others of the progress of both thereading program and of the individual stu-dent;

S. Serving on the school reading committee.

Responsibilities of the School LibrarianA librarian wbo is genuinely interested in meet-

ing the total educational needs of student; is vitalto a successful secondary reading program. His con-cern is easily detected by the inclusion of materialsthat have varying interest and difficulty levels Ileseeks advice from reading specialists, reading teachers, and content area teachers about materialsneeded in the library- collection. The librarian cancontribute to the reading progran by assuming thefollow ing responsibilities :

I. Preparing graded bibliographies on specialtopics for teacher use;

2. Collecting important information on the read-ing habits and interest of students;

3. Including material of suitable interest anddifficulty level for all students in the mate-rials collection;

4. Aiding in the development of a professionallibrary pertinent to the reading program;

5. Providing audio-visual materials related tothe reading program;

6. Serving on the school reading committee;7. Publicizing available reading materials, ask-

ing for suggestions for new materials fromstudents and teachers, and creating a pleas-ant atmosphere in the library;

8. Offering guidance in the selection of readingmaterials for classes as well as individuals;

9. l'onducting workshop sessions that emphasizeresearch and creative, critical, and recrea-tional reading for gifted readers;

10. Stimulating interest in reading through bookfairs, exhibits, and reviews;

11. Offering orientation programs on library use,covering all areas of library routine and ser-vice;

12. Pre-planning with teachers for special libraryservices and activities;

13. Informing the staff of new materials re-ceived in the library.

Itssponsibilitics of the Guidance CoLnsetorThe guidance counselor is in a position to see the

effect that reading ability has on students' total aca-demic progress. He supports reading programs,realizing how they increase the student's chances forsuccess in school and adult life.

The guidance counselor contributes to the ...ead-ing program through assuming the following re-sponsibilities:

1. Administering the general testing programand interpreting the results to students,teachers and parents;

2. Supporting the reading program through hiscontact with students, teachers, administra-tors, parents, and the general public;

3. Identifying educational, physical, and emo-tional problems which contribute to readingdifficulties and referring pertinent informa-tion to teachers and approwiate serviceagencies;

-I. Reporting special interests of individual stu-dents to reading teachers and librarians;

5, Guiding students to reading materials con-cerning their vocational and recreational in-terest ;

6. Furnishing reading lists suggested by col-leges;

7. Stressing good study habits and encouragingbroad reading experiences.

Responsibilities of Subject Area TeachersSubject area teachers are vital to the success of

a reading program. Student performance in anyclass is largely dependent upon proficiency in read-ing, In a comprehensive reading program, all teach-ers are competent to improve reading in their con-tent area. Their respcnsibilities include:

1. Supporting the philosophy of the school read-ing program;

2. Evaluating cumulative records of students todetermine reading levels;

3. Comparing reading levels of text materials tothe reading levels students;

4. Securing approl _ reading materials andaudio-visual aids that will psomote growth inleading in each content area;Becoming familiar with basic techniques ofteaching reading through in-service training,studying professional literature on reading,and taking recommended courses;

6. Teaching special skills involved in readingsubject content material, such as graph andmap reading;

7. Stimulating and guiding voluntary readingoutside the classroom;

8. Introducing lessons, establishing reading pur-poses, teaching new vocabulary and concepts,and matting meaningful assignments.

Responsibilities of the School PsychologistSeverely retarded readers may be suffering from

serious emotional problems. If school systems do nethave the services of a psychologist, the reading spe-cialist or guidance counselor often refers such stu-dents `o public, private, or university clinics offeringpsychological services. The psychologist can contrib-ute to the reading program by:

1. Testing students to determine mental capaci-ties and to detect any severe emotional dis-abilities;

2. Providing necessary counseling services;3. Consulting with reading personnel and rec-

ommending techniques for working with in-dividual students;

4. Continuing to advise teachers during a periodof prescribed work with individual students;

5. Furnishing administrators and school boardswith convincing information which wouldlead to establishing more specialized services,

Responsibilities of the School NurseHealth problems and physical handicaps often

contribute to reading problems. The school nnrsc canperform many valuable services in the school read-ing program by assuming the following responsi-bilities:

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1. Pointing out existing problems 11,2 t ed onschool health records;

2. Organizing screening programs to detect vis-ual, hearing, and other physical defects;

3. Providing referral services for s t u dentsthought to have serious health problems;

4. Visiting homes where health problems seemto be a cause of chronic absenteeism and/orinferior academic performance;

5. Consulting with students, teachers, and par-ents regarding health status.

Responsibilities of Others

School systems are increasingly able to provideadditional services wnich may IA ,of'+ the readingprogram. Some of these services may .ofit all whoparticipate in the reading program, while othersmay be tked on a referral basis where specific indi-vidual problems exist. Additional persomiel and ser-vices may include the following:

1. Reading Aides, w h os e responsibilities in-clude:a. Helping to organize the classroom;b. l'erforming clerical tasks;c. Following teacher-planned procedures for

groups with special needs;1. Checking written material.

2. Speech and Hearing Specialists, whose re-sponsibilities include:a. Checking speech and auditory acuity;b. Recommending procedures to compensate

for individual handicaps;c. Suggesting corrective measures;d. Providing personal assistance and neces-

sary referrals in case of severe problems.3. Soda' Workers, whose responsibilities in-

clude:a. Performing visitation services to homes;b. Serving as liaison bet wee n home and

school;c. Working to insure fulfillment of the basic

needs which affect learning;d. Providing referral service to various com-

munity agencies;e. Acting as agent of the school to help im-

prove attendance.

Responsibilities of Parents

Parents and other interested adults may renderservices to the reading program as well as reinforcethe teaching program. Parents may assume the re-sponsibilities of:

1. Providing recommended reading materials inthe home for broadening the experiences oftheir children;

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2. Securing recommended reading materials onthe proper reading level for their children;

3. Interpreting the reading program to otheradults;

4. Supporting expanded reading programs;5. Forming volunteer teams to conduct vision

and hearing testing under the supervision ofthe school nurse;

G. Transporting students to s p e c i a 1 referralcenters;

7. Assisting with book fairs and other activitieswhich enrich and support the reading pro-gram;

8. Arranging programs in local civic and com-munity groups for the school reading pro-gram to be explained and publicized.

Selecting and Organizing Reading ProgramsT.t is almost universally accepted that the devel-

opment of reading skills is a continuous process re-quiring a higher performance on the secondary level.Unfortunately, many students reach this level with-out having acquired the necessary reading skills to:neet the demands of the school curriculum. Here thestudent needs to read with greater depth of under-standing, tc have improved fact-finding techniques,to know how to organize materials and ideas, to beable to evahate what 's read, and to understand howto adjust to different reading situations:2

The first step in the organization of the indi-vidual school reading program is careful facultyanalysis of the school's reading needs. One schoolmay choose to set up a co:nprehensive all-school de-velopmental reading program; another may decideon a compromise program, v.nich provides special-ized reading courses or reading instruction withinregular classes in English or combination subjects.

The Comprehensive All-School DevelopmentalReading Program

The comprehensive all-s c hool developmentalreading program affects every student in a schooland utilizes the talents of the entire faculty. In or-ganizing such a program, all teachers need to under-stand the importance of being committed to teachingskills essential to reading and studying in the con-tent areas. In this program all teachers make aneffort to provide reading instruction for all studentsa Id to integrate the teaching of reading skills withall other communication skillslistening, speaking,and writing. There is cooperative planning by allteachers so that skills will not be overlooked or over-stressed. Adjustments are made in reading materials

' Rol,ert Karlin. 'Nature and Scope of DevelopmentalRca,ting in Secondary .Schools," Pri.florng Bigh NCI,Reading Program,'. compiled by :%fildred A. Dawson (Newark,Del.r.vare: I.R.A. 1(..,,G7), p. 7.

'or slow, average, and superior students. All teaca-ers provide guidance in free reading. Emphasis isplaced on the uses of reading as a source of informa-tion, as an aid to personal and social dr.veloprnent,and as a means of recreation, Provisions for correc-tive or remedial instruction are made for handi-capped readers. This program also provides forcontinuous evaluation of the uses of reading througha study of the quality and quantity of voluntaryreading, the effect on achievement in all subjectareas, and the effect on the dropout rate."

If the all-school developmental program is to beeffective, each subject area teacher must survey thereading abilities of his students and identify theirspecial reading needs in each subject. A comprehen-sive survey will include the use of appropriate stan-dardized tests, informal reading invent o r i e s,informal measures of study skills, and other evalua-tion instruments. (See Chapter Four on Testing andEvaluation.) All tests should be carefully selectedand administered by competent persons so that theresulting scores will be as accurate as possible. An-other helpful device in the identification of studentneeds is a questionnaire that reveals the readinghabits and interests of each student, (See AppendixA.)

When testing is completed, all reading scoresshould be carefully analyzed and studied. Instructionshould then focus on correcting the identified weak-nesses in each curriculum area, Essential readingskills and suggested teaching techniques for eachsubject are found in Chapter Eight. Schools usuallyfind that students make significant progress inmany subjects as the result of the comprehensiveall-school developmental reading program whichinvolves all departments.

The Compromise Reading ProgramIf it is not feasible to make all necessary changes

for an all-school developmental reading program, acompromise program may be included in the regularcurriculum. This program makes special provisionsfor developmental, corrective, and remedial readingassistance in the regular classroom, in special read-ing courses, or in other organizational plans. Fre-quently, compromise programs provide special read-ing instruction within the regular English orEnglish-social studies class in a double block periodtaught by one teacher. Some schools and districtshave organized a reading center for special readinginstruction. The most common type of compromiseprogram, however, is the special reading class for-------

' Margaret J. Early, "WhAt Does RrFearcl, Reveal AboutSuccessful Reading Programs?" in 10,rrt Know .-th,),rHigh Srl,rool Rending, prepared by M. .Agnella Gunn, rt (11.(Champaign, Illinois: National Courcd of Trackers of En.glish, 1957.1958), pp. 7.8

selected individuals. Such classes provide intensiveinstruction for individuals and groups of studentsbased on identified needs. Generally, these readingclasses are courses in developmental, corrective, andremedial reading.

Since many secondary schools offer specializedreading courses as a part of the compromise readingpt agram, the South Carolina State Department ofEducation has approved two basic reading coursesto be offered for unit credit. Other reading coursesmay lie planned and offered for credit by securingpermission from the Chief Supervisor of SecondaryEducation. The two approved reading courses areDevelopmental Reading I and Remedial Reading I.

Dedopmeatai Reading I. This course is designedfor one semester for average or better students ingrades 9-12 who need to refine or extend their read-ing skills, tastes, and interests. Pr.?ferably, enroll-ment in this course should be limited to twenty-fivestudents, and there should be some individualizedinstruction. One-half unit of credit may be offeredfor this course which meets daily.

:Ifiqi»zum course ccuteut should include the fol-lowing:

1. Appraisal of reading skills: vocabulary, wordrecognition, comprehension, rate, and studytechnique:,

2. Enrichment of vocabulary.3. Review of word perception skills.4. Refinement of literal, critical, and creative

comprehension and thinking skills.5. Improvement of rate of comprehension and

flexibility; development of rapid and elab-orate reading, skimming, and scanning skills.

6. Development and refinement of study habitsand skills.

7. Development of functional r e a din g-studskills essential to reading content area materials.

8. De%.?lopment of personal and lifetime readinghabits and extended it crests r.nd refinedtastes.

All skills in this course should be taught frommultievel materials, ranging from average to morechallenging reading matter, and from content areatextbooks.

llcnirdkif ii,leo(7ilog I (Voi ferric( histroctioio.This course is designed for the ninth or tenth gradepoor reader aril underachiever whose reading skillsmeasure one 'fr more years below his grade placemerit. It is not intended for the student whose coracily is limited or who has severe psychologicaldisabilities. Because this is a course for motivating,learning, and correcting skills. the class size shouldbe limited to ten students to permit highly individ-ualized instruction. A comprehensive screening of

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students to be enrolled in the course is suggested.One unit of credit may be offered for this two-semester course which meets daily.

Minimum course coatent should include the fol-lowing;

1. Individual diagnosis of reading skills andhabits, vision and hearing, with a continuingevaluation of needs throughout the course.

2. Development of oral language skills and lis-tening comprehension.

3. Development of basic skills in word recogni-tion: sight vocabulary, context clues, phoneticand structural analysis, and dictionary skills.

-1. Development of basic comprehension and re-tention skills; reading to locate main ideasand details, learning to follow a sequence ofideas, drawing conclusions, making infer-ences, learning to evaluate, organizing andclassifying ideas, and the like.

5. Development and refinement of vocabularyskills: sight vocabulary, prefixes, suffixes,root words, word families, concepts, generaland specific words from context.

6. Development and improvement of basic studyskills: locating information, using parts ofbooks, using reference materials, outlining,sums Arizing, and notetaking, and the like.

7. Development of oral reading skills and com-prehension.

8. Development and improvement of thinking

". Improvement of reading interests and the de-velopment of lifetime reading habits.

10. Development of reading-study skills essentialto reading materials in the content subjects.

Materials used to develop skills in this courseshould be multi-level, high in interest, low in vocab-ulary, and varied enough to appeal to young people.

Teachers sometimes find a student so severelyretarded in reading that no program offered in theschool can help him. When this situation exists, thestudent should be referred to a reading clinic staffedwith trained personnel skilled in the diagnosis ofproblems. Few schools can afford to staff such aclinic, so most schools must depend upon ne,rlry uni-versities for this service.

Reading programs on the secondary level mayvary from school to school accordmg to the size ofthe school, the needs of the students and community,and the skills and interest of the teachers and staff.Whatever type of program is planned, decisionsmust be made as to how students will be selected forcertain classes, how and where classes will be sched-u,ed, and who will teach reading.

Ways to Implement Reading ProgramsSuccessful reading programs can be implemented

in many different ways. Each must offer instructionin vocabulary development, comprehension, and theimprovement of reading rates and interests. Sugges-tions for implementation include:

Teterisfon Instruction, This plan provides for alarge group to receive audio-visual-sensory instruc-tion, which is sometimes more creative through tele-vision than is often possible in the classroo m.Televised instruction should he limited to approxi-mately 30 minutes with the teacher providing mean-ingful follow-up on the te:evised lesson.

Reading Laboratory. The reading laboratory pro-vides an opportunity for individualized learning,Some schools schedule reading laboratory classesduring study halls, during an "early bird" period inthe morning, or after school. After several months,the student may return to the reading laboratorytwice a week for reinforcing his skills.

CurricifIuni-wide Programs. A schoolwide com-mittee for reading may be appointed with a repre-sentative from each department. As an outgrowthof committee study and recommendations, a courseof study may be compiled to .suit the reading needsof each department. The entire faculty then becomesinvolved in the program as a basic part of the cur-iculum.

Full-time Teacher-Consultant. Teachers from%arious subject departments may be relieved ofteaching responsibilities periodically to observe thereading teacher-consultant teach a unit on specificreading skills to a class or group. After the comple-tion of the uiit, all teachers should coutimT to rein-force the skills introduced by the consultant.

Mechanized Projects. These programs depend onmechanical devices such as pacers, accelerators, andreading films. Two or three days a week are devotedto the machines for rate building, and other periodsare used for study skills, word analysis, and corn-prehension techniques,'

Reading in the Homeroom. The homeroomteacher is assigned the resoonsibility of helping stu-dents through an extended homeroom period. Thisplan has the advantage of easy scheduling. Not allteachers, however, are prepared for or intei ested inteaching reading under such a plan.

Enrichment Units. Heading classes are scheduledon a "wheel plan" with nine or twelve weeks ofreading instruction under the supervision of a read-ing teacher. Classes in music, art, and other sAjectsshould be scheduled for this class period fe r theremainder of the term.

' .4 G14 . Rending In 7/c Fin?. irin rordn? w 4onl.(TallahaAsce, Florida: State Dcpartrrunt of Educalion,pp. 34-35.

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Special English Period. Students having leadingdifficulties are placed in special sections of English.One advantage of this method is that no additionalclass time is required. The disadvantage is that otherteachers might consider that they have no furtherresponsibility to teach reading skills in their subjectareas State high school standards permit ninthgrade English to be a course built around basic read-ing instruction for those students who need specialhelp in reading. In these special English classes, theEnglish department should plan the sequence of in-struction which follows from the ninth grade intothe tenth grade and beyond.

Double Language Arts Period. Some schoolsschedule language arts for two periods with oneperiod being assigned to reading and study skills.This program is preferred over the single periodspecial English class.

Core Program. When classes such as English andsocial studies are scheduled for two or three periodsa day, it is possible to devote some of this time toteaching reading skills. This plan still remains oneof the best patterns in the junior high school forplacing reading instruction into the curriculum. Ad-vantages are: (1) the teacher has time to identifythe students' basic weaknesses and strengths inreading and language; (2) the teacher's number ofsubject preparations is reduced; and (3) studentshave more opportunities to develop wider readinginterests and research skills and to adjust to theacademic program.

Special Reading Classes. A trained readingteacher can schedule developmental, corrective, andremedial classes for students who need to imr.ovetheir vocabulary, comprehension, study skills, read-ing interests, and rates of reading.

Summer Reading Program. Because many sec-ondary students have a full schedule during the reg-ular school year, they are unable to include specialreading classes in their programs. Summer readingprograms may be offered for these and other students and should include developmental, corrective,and remedial instruction in a plan resen:bling theclinic or laboratory with a variety of multilevel,multi-skill materials available. The of the reme-dial group, i: limited to five to eight student s,enables the teacher to work with each student indi-vidually. The recommended number in the correctivegroup is eight to ten students, while in the develop-mental group about fifteen students may be ideal.The summer reading program might be scheduledfor six to eight weeks and for a mini-nuns of twohours daily. The following suggestions are offeredfor developing a summer reading program:

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1. Testing- .A comprehensive testing pr( ramshould be provided. The main purpose for testis, isto obtain ieliable information whic!i will help theteacher in placing the student properly and in plan-ning a program with suitably materials and lean 'ogactivities for each individual student. (See ChapFour on Testing and Evaluation.)

2. ActivitiesThe summer reading programshould be organized daily around the following ac-tivities;

a. Directed reading activitiesb. Follow-up activities for practice in basic skillse. Recreational reading (at least 15 mimites

day for individual reading in,ereAs)d. Enrichment experiences

(1) Tours(2) Role - playing(3) Groups paying reading games(4) Oral reading cn tape recorder(5) Creative -cork related to reading(6) Panel discussions of Looks(7) Schedules library period .ire,-itecl by a

qualified librariane. Opportunities for improving writing and

spelling3. Sample Summer Reading Program Sch:dule

The schedule should include pi oN isions for dailyinstruction of students and teache planning, in-service, and confer( ices. This achedule may b2 ap-plied to remedial, corrective, a n d developmentalprograms.

First Session:GROUP I

8:30-10:30 :1, 11.Reading10:30-10:15 A.M.Brea]:

(Teal hersand

students)

GROUP 11Second Session: 10:15-12:15 P.M.ReadingAfternoon Session: 1 :30- 3:00 P.M.Teacher

trainiig

LessonPlanningConfer-ences withteachers,stude ds,andparents

Enrichment cures may be included in the sum-mer reading programs. by scheduling the enrichmentclasses for Group II during the first session: forGroup I during the second session.

4. Financing Summer Reading ProgramsDis-tricts may finance summer reading pro g r a msthrough tuition fees or through federal funds forqualifying schools.

The Reading ClassroomLocation, Design, and Equipment

A regular classroom should be assigned to thereading teacher. It should be an average-size class-room, preferably near the library. Adjacent to theclassroom, there should be a 10' x 10' corferenceroom with a viewing window, so that the instructorcan have individual conferences and still observegroup work in the classroom,

At least two sections of adjustable shelvingshould be provided for the reading classroom. Lab-inet space is essential for storage purposes. A legal-ize file .should be provided for filing pupils' records

and other inateriAz,

srtmerdir 17q+1,1

Individual study tables are recommended, buttables around which groups 1-ork may be preferredby some teachers. If there is any glare, studentsshould not face the window.

Not more than ten carrels for individual studentuse are suggested, A screen, electrical outlets, andblinds to darken the room for effective use of audio-visual aids should be provided.

The arrangement of the room should be fleyibleso that it may be adjusted to teaching needs, whetherfor groups or individuals. The reading classroomshould be attractive and inviting, a friendly place.

In organizing a reading program initially, it maybe necessary to compromise for less than ideal space.However, definite space should be assigned to thereading teacher. lie should not be a "floater." It isalso important that, even in the beginning, basicequipment and materials should be provided.

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CHAPTER SIX

Instructional and OrganizationalPractices

Since school life should be closely related to reallife, instructional and organizational practicesshoulo develop the unique nature of each student.Whether these practices are accomplished throughindividualized teaching or grouping procedures,methods must be kept flexible to meet individualneeds.

The need for instructional flexibility developedwith a belief in the imiividuality of the learner. Onestudent may learn best in a group where the teacheris quite directive; another may learn more effec-tively from independent study where the teacherfunctions in a permissive role. On the other hand,the same student may learn better when hiftingfrom one type of instruction to another as his needsde man d.'

Research has produced convincing evidence thatinstructional flexibility blsed on individual achieve-ment proluces better results than any one dimen-sional approach in a whole class. However, themeans of achieving adequate flexibility in instruc-tion has been a problem to many teachers. Perhapselasticity in instruction poses a problem mainly be-cause the seiool's program has not provided more

' Emerald V. Dechant, bnprot ing ripe reacting of kendiog(Englewood Cliffs, New Jersey: Prentcellall, Inc., 1061),p. 211.

opportunity to study the individual student beforeorganizing instructional

Individualized Instruction PracticesHistorically, individualized instruction began

with the arts of reading and writing. Such instruc-tion was at first responsive to the needs of membersof royalty, scribes, historians and people of wealth.As the need for educating the masses became evi-dent, early individualized teaching gave way togroup instruction. However, educators of the latenineteenth century claimed that the traditionaliloup instruction failed to meet the reading needsof too many students. Through this type of instruc-tion, students were exposed to common classroomexperiences and evaluated by the same academicstdndards without regard for individual differences.'

In the 1920's efforts were made to remedy theweaknesses of traditional group instruction by re-sorting to ability grouping determined by tests.Each group used instructional materials suited to itsneeds. It was soon realized, however, that differ-ences in reading abilities and interests were notserved by ability group instruction. This fact gaveimpet.:s to individualized reading instruction.'

Harry Vc Sartain, "Appl,eaticr-is of Research to theProblem of :nsirtictional ElexibAity," !ingress aryl Pootniscin Rem-1141g Instriorbon---,.1 of r1 r Tu'cnrvYrc nnval Confcronce and Conrse on Reading (Pittsburgh, rum.sylvarda: 1.:rliverty of Pittsburgh, July 515, 19061 pp. f7,105.

' Helen M. floVnscri, innr,rrion in rnri,,,,sPnIfern3 of Grolipir, P.-oere fings of (1.c Prun, Confer( NCIon Rcor?,'nt- or the Unirerstry of Chicog.,. XXI (Chicago: TheUniversity of Chicago Press, n,

/W.,

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As practiced today, th,i individualized approachrepresents an att,mpt to overcome inadequacies ofboth traditional group instruction and ability group-ing. Individualized reading instruction does noteliminate all group aspects, however. Belief in theindividuality of the learner mrkes group as well asindividualized approaches useful. Individualized ac-tivities may show, for example, that a group of stu-dents has some similar reading problems. To resolvethese problems, the teaeher may plan small group oreven Nvhole class activities based on special skillsneeds. In addition, students in the individualizedprogram may be grouped, on occasions, for specialinterests and for an audience reading or a discussionsituation.

An individualized reading program may be mul-tiple in approaches. It can be effective with studentsof an reading levels, and it calls for an abundance ofmulti-level materials. Increasingly, this approach isbeing used in secondary reading programs.

The individualized approach today may be de-fined as:

1. An adjustment of reading conditions to theIndividual needs of the student;

2. A planned use of the principles of self-selee-tion and pacing to provide the student a set-ting which arouses interest, helps improve hisreading skills, and allows him to progress athis own rate

.J. A multiple approach with the teacher's meth-ods relating to individual needs;

1. A procedure which alows each student towork in his chosen area of reading, unaf-fected by the differences of other students orthe use of a single textbo;;k; and

5. Another dimension of viewing the world andthe individual's place in it.°

The following rnean3 of individualizing readingare considered pertinent to a secondary I; ;.;'ingprograr

Pacing an approach allowing stud( ids toadvance at individual rates through a sequ; lice ofpersonally selected materials

1. Evaluation of pertinent exercises by thete.:cher or student following the completionof phases of paced readinga. The teacher's use of conference periods to

determine the student's ability to under-__'George D. Spacho, Toward Bette,. Reading (Champaign,

Illinois: 13nrrard Pi blishing Company 1963),ry'Jer L. W I!Walker "Conducting an ndividualied Read'rig

Program in High School," Inurnai o/ Reading, VIII (April,1965), p. 295.

'Charles Elmlinger and Melvin Holland, Unit One: Iri,''-eiduali:cd Irstrnetion.4n Orertirin (Chicago: Science Re-search Associates, Inc., October 1, 19671, pp. 9.11.

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stand and interpret what he readsb. The teacher's subsequent plans providing

follow-up activities to deal with student'sdifficulties

2. Testing when the student reaches certaingoals in the pacing approach

Projrnn imcd instruction an approach utilizingself-explanatory or self-teaching programmedmaterials in textbook and machine format in-tended for use by individual students withoutspecial assistance from a teacher1. A program characterized by a step-by-step

presentation of a series of skills and problemsvarying in difficulty

2. Characteristic features of good programmedinstruction includea.

b.

c.

e.

f.

Lesson content presented in small seg-ments to which the student gives hisanswerCorrect responses immediately presentedso that student soon knows if his reactionis or is not accurate, and often learns whya given answer is the best oneThe best rate for the student adjusted byhimLesson segments sequentially organizedLesson objectives clearly specified andgiven to easy evaluationReading levels specifically indicatedInstructional materials re lsed, wit hcharacteristics of group in which revis-ions were made being named for teacher'sconvenience

h. Evidence of achievement available, withthe extent of an indicated group's learningon a named test included

i. Complete description of programs, provid-ing the teacher with information neededfor choosing the program activities bestsuited to student's needs

3. Programmed materi:ils recommended as sup-dement ary aid.3 for reading instruction

because of the extt. 1,' RA: range in content andappropriate grade level

Fro' c ii , ;r .itip oach based on unlimitedind:%idual ; f reading materials or choice%%Rhin to' al i nitA with activities folio- lngplanned sequence, b as:11. Choosing a book or a selection to2. Reading the chosen book3. Conferring individually with the teacher on

reading done and reading selected sect ioas tothe teacher

read

'Edward Fry, "Programmed instruction in Reading,' TheRuidinp Tracker, VII (March, 19611, p.

'Elmlinger and Holland, op c4.

4. Sharing the book with the class ill: a J; oup inthe class

5. Using skill-building materials to remedyreading weaknesses found during teacher-student conferences

6. Working with the teacher, and pc chaps withother students who need similar help, inmastering a particular skill

The individualized reading program may involvethe following :10

1. 1-,22ping descriptive and diagnostic informa-tion on the student as a part of his record.

2. Knowing each student's physical condition,academic history, socio-economic background,interests, and aptitudes.

3. Using this information to organize meaning-ful individual instruction related to specificreading needs and interests.

4. Having on hand reading materials suited tostudent's achievement and potential levels.

5. Providing individualization when using onetextbook through adjusting the reading se-quence, differentiating the nature of prepara-tion for reading, giving attention to rate ofcoverage, and differentiating follow-up andc valuation activities.

6. Evaluating progress periodically and keepingaccurate records of skills growth and develop-ment; work completed; existing weaknesses.difficulties, attitudes, and interests:course revisions.

and

ildranragcs of the individualized approachinclude:'

1. An opportunity for the teacher to know eachstudent's needs and abilities and to providofor the wide range of reading abilities.

2. A greater influence on each student throughthe teacher's being available when needed.

3. The program's responsiveness to the indi-vidual student's reading needs and its com-plete provisions for individual differences.

4. The resultant self-initiated, wide readinrwhich leads to interest, enjoyment, and ap-preciation for reading on the part of thpstudent.

5. Improved self-concepts and favorable atti-tudes toward school.

G. A sounder instructional program because ofthe presentation of skills t lily as needed. theprovisien r access to a wide reading vocabu-lary, the promotion of indevmdent thinking.an 1 the (U2velopment of appreciation andtastes for reading.

Walker. op Cir., pp. 29229:1, 29..Spnrhe op Kt., pp. 151-1S!",.

li:*Nadraotages inherent in the individualized ap-pi oath include:1. Many teachers' lack of the needed efficiency,

flexibility, and creativity for individualizingreading.

2. The teacher's c'nfidence and feeling of se-curity threatened by a new procedure and byunfamiliarity with as adequate number ofbooks.

3. Inability to provide adequately for all stu-dents, especially exceptional learners,

I. The lack of enough appropriate reading ma-terials, which may hinder effective individ-ualized instruction.

.5. The problem of evaluating progress as it re-lates to assigning grades.

Individualized Instructionfor Disadvantaged Youth''

Adolescents who have been deprived of culturaland educational experien;:es common to youth frommiddle and upper middle class homes often needspecial instruction and personal attention. Individ-ualized reading instruction builds self-concepts andprovides development in skills from pre-reading tomore advanced levels. Although individualized meth-ods used in teaching these youth need not differradically from those used in teaching other students,procedures and materials to give immediate meaningand use often necessitate adjustments.

Many disadvantaged adolescents have failed tomaster reading skills in the elementary grades,Their language patterns and habits arc often unlikethose used in school. Their verbal communication issomewhat limited. Inattentiveness and immaturelistening and observing habits also characterize thedisadvantaged. With a verbal intelligence sometimeslower than their performance intelligence, which isoften average, these adolescents have poor self-concepts because of continuous frustration in theirattempts to succeed in school.

4rifigest«1 fliagno.sqic Vroccdurc$. If appropriateindividualized instruction is to be provided for dis-advantaged adolescents. tie teacher must have mle-(pude diagnostic information about each of thesestudents. Since standardized tests tend to frustratethem and deepen their sense of failure, informalteacher-made tests that give immediately useful in-formation are recommended. Effective diagnosticinformation may be formulated from informal testsif their content has meaning relative to the students'environment and experiental background. For ex-

Ruth Strang, "'learning 1{,ading to tIe Culturally Pis-wil-antriged in Snks.,ndaly ; ;Fools," co al of fin7Ainn, N(May, 1967), pp. 527AII,

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ample, handicapped readers and even non-readersmay be given their names, home addresses, names ofsubjects they take, their school's name, title , cfpopular songs., and familiar road signs to read as apart of an informal diagnostic test. Others -nay begiven paragraphs to read from an easy publicationsuch as Know Your lVoeld or My Weclay Reader.More advanced readers may be given a short selec-tion from graded materials to read silently and toanswer questions on facts, inferences, vocabulary,the main idea, and important details. Reading skillsdeficiencies can be ascertained also through ateacher-student discussion and appraisal of theanswers given.

Help with Word Recognition Skills. The varieddegrees of educational difficulties of the culturallydisadvantaged adolescent may show a pronouncedneed for giving individualized instruction in devel-oping vocabulary and basic Nvord recognition skills.It may prove beneficial FL.:. students and teachers tomake vocabulary cards vith the whole word and itsaccented and unaccented syllabic division on one sideand a definition of the word and an illustrative sen-tence on the other side. Frequent review of words sorecorded can improve vocabulary growth.

When an adolescent experiences serious diffi-culty in remembering words, the kinesthetic methodmai be used individually if carefully introduced bya perceptive teacher. Demonstration by the teacherof looking at the word written in large letters on acard, pronouncing it, and trecing it with the fingermay cause favorable reactions and encourage mean-ingful participation on the stutient's part. The nextstep is close teacher observation to see that the stu-dent traces the word correctly until he feels that heknows it. Writing the word correctly several timeswithout looking at the word card means that thestudent may add the word to his list of learnedwords. Repeating the finger tracing process andwriting the word correctly several times followingan error should be followed consistently if this ap-proach is used.

Word recognition skills may also be taught withmeaningful exercises on context clues, stressingmeanings that are easily grasped because of a givendefinition, synonym, or a summary (See the expla-nation of context clues in Chapter Seven, "BasicReading Skills.") A student may h encouraged towrite sentences with similar context clues or tobring in sentences with such clues for classmates toidentify. Sentences giving no clues to v-erd meaningcan be studied next to show that other methods ofword ieeregnition are necessary. A study of struc-tural analysis, phics, end the dictionary willtherefore be meaningful.

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Aids for Seottorce and Paragraph Comprehen-sion. Restricted verbal communication of the disad-vantaged adolescent requires special emphasis onsentence building. Exercises that encourage studentsto use their imagination and to choose appropriatewords and phrases to describe w hat they see in aninte estiag picture may be a good beginning. Sen-tences chosen by the class to describe an event oractivity may be used to develop a story which maybe mimeographed for the class to read. Proficiencyin paragraph reading and comprehension can resultfiom practice in constructing clear paragraphs and

studying various kinds of paragraphs and theirstructure in self-selected materials. (See the sectionon comprehension in Chapter Eight, "Basic ReadingSkills.") Discussion by the student of his methods oflocating the main idea and repeated practice in para-graph reading with the teacher may further advanceproficiency in reading comprehension.

Improring Oral Langiorge. Conscious planningfor the inclusion of oral language activities in theelating prcgram is essential to providing the stimuli

which disadvantaged students have missed. Activi-ties that give students opportonities to describe andiscuss pictures, personal experie aces, or anythingthat promotes meaningful discussion and descrii 'a-might be included. Original or collected paragasli:poems, or dialogue may be used in choral sleactivities, with the teacher first demcastrati:fective oral reading and language. Paragraphscurrent publications individually selected atused to integrate oral reading and langtme.paragraph comprehension skills. Each st

should read his paragraph to himself and thenclass, identify the topic sentence or main Weiindicate the phrases that tell who, what.where, why, and hove

Instructional Materials. Materials for ilai,nalized instruction for the disadvantaged acent should be highly varied, plentiful, and getheir interests. Disadvantaged students shotgiven constant guidance in selecting their 0structional reading materiels from both chiand library collections. Individualized instrusing these materials should then be paced a.to their abilities and needs,

Organizational PracticesIndividualized reading instruction is a'

plan. Not all schools or teachers, howeer, can '

anent this plan effectively. Consequently,schools have used various organizational raftgroaning sti..ients within the school and jellclassroom to ena'.ole teachers to work morelively with larger mrnbers of student: yetvile for individual differeiwes. The grout

students for reading skills instruction should not beconsidered a method of teaching reading, but rathera technique of organizing to facilitate effectiveteaching of the above average, the average, the be-low average, the reluctant, and the disadvantaged.An effective reading program demands varioustypes of grouping, always based on student needsand achievement."

Some administrators, teachers, and supervisorsquestion the wisdom of grouping, especially at thesecondary level, and debate the type to be used.Regardless of the type of grouping used, the planmust be flexible. To plan for the most effective type1)2 grouping, teachers and administrators must usethe combined results of intelligence tests, readingachievement tests, teacher-constructed tests, previ-ous academic records, teacher observation, andteacher evaluation through the grades.

Homogeneous GroupingSome schools use such common factors as intelli-

gence test scores, reading achievement test scores,scholastic achievement, and teacher observation asa basis for forming more nearly homogeneousgroups in reading and the subject areas. Studentsare placed in above average, average, or below aver-age sections determined by the above factors. In-struction and materials in such an organizationalplan are usually adapted to the needs and abilitiesof the students. Many authorities strongly recom-mend that the total group within these homogeneousaections be further divided into several smallerinstructional subgroups within the -lassroom toprovide for varying reading levels and highly indi-vidualized needs.

Strang, McCullough, and Traxler state thathomogeneous grouping is very difficult or even im-possible to achieve. Classes in sonic large schools,however, are often grouped according to readingability, but the term "homogeneous" is often inac-curate to describe these groups since students whoachieve similar reaiing test scores may differ widelyin specific reading abilities and skills as well as inother respects.14

There are both advantages and disadvantages ofhomogeneous grouping. The widest claimed advan-tage appears to be that teachers can provide moreadequate instructional experiences for a group thatseems to be fairly close in ability anci instructionalneeds." Disadvantages often claimed include:

'R,bert Kn. lin, Tcar) irp lire-24;0,9 6, /UghYork: The 10,1,5 Con pane. 1;4111, p. 21.

'Ruth Strung. Con=tanrp ocit prld At h,:rTraxter, The hoprorrmcre 'f fen,-;Fry (vi, e,i.; New 1-,McGraw.ilill Rook Company, MIT, p.

'Ruth Strang, Con5tance M. '.',1cCullouglo, aril Arthur ETrader, The rmi ,.ortment of Roiding (.'rd c.i.; New York:31cGrtaw.Hill Book Company, 1961), p. 73.

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1. Many schools lack teachers who are trainedin homogeneous grouping techniques or will-ing to cope with such grouping practices.

2. Some principals and teachers believe that thistype of grouping encourages dropoats.

3. Some parents, teae.hers, and students thinkthat there is a stigma attached to a particulargroup.

-I. There is disagreement as to how studentsshould be evaluated in homogeneous groups.

Heterogeneous Grouping

Ileterageneous grouping places students who dif-fer physically, mentally, and emotionally into thesame section. While no two students are alike, theycften have certain characteristics in common. Sincereading levels and abilities are generally divergent,there is a pronounced need for sebgrouping withina heterogeneous section to meet individual needs."

The most widely claimed advantage of be teeo-geneous grouping is that students of all levels andabilities learn to work together and learn from eachother. Disadvantages most often claimed are:

1. An atmosphere of challenge is often lackingin a heterogeneous group.Inadequately trained and inexperiencedteachers find it difficult to experience successwith this group.

3. Teachers often use single-level rather thanmulti-level instructional materials in a het-erogeneous group to meet the needs, interests,and abilities of this group.

4. Evaluation of a heterogeneous group is verydifficelt.

Regardless of whichever type of grouping isused, reading and subject area teachers will find itnecessary to organize flexible subgroups within theclassroom based on special needs, reading abilitiesand levels, and individual interests.

2.

Int ra-Class Grouping

In recent years intra-class grouping has beenpracticed increasingly in secondary schools. Infra-class grouping, the practice of forming several in-structional groups within the classioom, may beorganized on the basis of the students' instructionallevels and their specific reading Weaknesses. Thenumber of instructional groups within a class shouldbe governaal by the teacher's ability to organize andteach several groups. Usuall instruction proceedsmore smoothly in ciassroo. where intra-classgioal.ing is used. Hoe, ever, quality ins-rructionshould necr be sacrificed for the sake of organizingseveral intra-class groups. "reaping itself does not

guarantee good teaching or effective learning and issuccessful only when the teacher can make it work,"

Strang, McCullougli, and Traxler" describe Fixtypes of intra-class grouping useful for individualiz-ing instruction in both reading and subject areaclasses at all grade levels.

Achievement grouping is the first type. It isplan through which a teacher can meet the readingneeds of each student more proficiently. This plan offormiri; several groups within the classroom isbase,: on the level and needs of the students and thedifficulty of the material. The material must be easyenough for the student to feel comfortable yet diffi-cult enougl. to present a challenge. To determine thereading level of the material needed, the teacher mayuse the student's past reading records and previousteachers' evaluations of the student's readingdi ff iculties.

Research grouping is dune when two or morestudents are interested enough in a certa+r subjectthat they desire to read more about it, Ti. . studentsread witlely, work together organizing material, andshare their informat;qn with the entire class byorally reporting their findings. Research reading isvaluable because of the rich experiences in widereading, in organizing material, and in oral report-ing to the class. Another advantage is that manylevels of achievers can be brought together. Themore able readers may assist the weaker readers inacquiring research information.

Intirest grouping may suggest the same type ofgrouping as research, but it is not necessarily thesame thing. Interest grouping is more inspired andmotivated by the teaches. The subjects selected forwide reading may be more varied. Reading done ininterest groups tends to be recreational and im-proves fluency, vocabulary, and comprehension.Wide reading by interested students cultivates alove for reading and develops an enjoyment in read-ing. Interest grouping encourages students todevelop the lifetime reading habit.

Special needs groupin.; is often done to help stu-dents from various achievement groups to master askill that was not learned when it was presented inthe developmental reading groups. Therc are twouses of this ki;a1 of grouping. First, students ;n thelots est reading achievement group may be studyinga skill that a few students in the higher readinggroups have /lot learned. Students in the lattergroups lir, takrn from their respective groups andinstructed with the lowest: group until they are pro-

"Karlin, r,r. C;f., pr. 2 19-2:AStrang, Mr Can -wig , ar.1 Ti- rd., op. cit., pp.

21:3-219.

ficient in the skill. In a second use, students deficientin certain skills in each group are placed together ina "new" group for the specific purpose of helpingthem master these skills. Special needs grouping hasa skills development connotation, and these studentsare moved about in special groups for the specificpurpose of mastering skills. When this objective isattained, the special needs groups are dissolved.

Team grouping is used when two students canprofit from working together on a common task.Some students gain confidence and are more highlymotivated when they can work on an assignmenttogether. In successful team work, there tnust be adefinite purpose and each student must know ex-re.dIy what is expected. Each must consider this typaof work a special privilege and know that the privi-lege will be taken away if there is too much play.The teacher should receive some concrete evidenceof the work done: an outline, a written report, acomposition, or the like.

Tutorial grouping is used when one proficientstudent helps one or more studants who need hell)and want to learn. This type of grouping is some-times called "team learning." The .each^r mustmake definite assignments for the team to performand should expect some concrete proof that the taskswere achieved.

Inter-Class GroupingInter-class grouping is a plan used for meetmg

the common needs of students of several s-ections andinvolves several teachers. This tops ofis \veil adapted for deiv.rtmentalized teaching, suchas in the junior high school. Grades as such disappear. Students of the seventh, eighth and ninthgra '-s meet at the an period for reading instruc-tion. ;seventh graders may mee, with ninth graders,eighth graders with seventh, and the like. Each stu-dent meets with the group that is being taught onhis instructional reading level. The more teachersparticipating, the narrower the rang,: of readinglevels and the more individualized becomes the in-struction." If needed, further grouping within eachgroup is recommended.

Grouping and the Culturally DisathantagedThe plight of the culturally disadvantaged stu-

dent is often more keenly evident in the secondaryschool than in previous grades, These students oftenbecome dropouts or are identified as slow letanersor students who cannot learn. Yet r .any of thosestudents are very ca-'able. Their limitations relotemore often to their restricted environment and cul-tural backgrounds than to their intelligenc.

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Karlin, op. cit., pp. 23G 2:)7:

Attempting to organize special reading pro-grams for these students, some schools have placedthem in heterogeneous groups; others, in homogene-ous groups. Too few schools have then organizedflexible intra-class groups to meet the needs of thesestudents.

Basically, grouping practices in reading forthese students should differ very little from thosefor advantaged students. More individualized andintra -class group instruction and less total groupinstruction in reading and the subject areas shouldbe provided for the disadvantaged. A smaller classsize and flexible intra-class grouping may provide amore successful instructional program if the teacheris alert to characteristics of culturally disadvan-taged students, perceptive to needs, and sensitive towas to stimulate learning. The culturally disadvan-taged student must receive individual instructionalattention, and should be provided the opportunity tolearn from students who come from advantagedbackgrounds.

Motivational Practices

The belief that if the student can be motivatedhe will be eager to learn is not always shared bythose teachers who feel that motivation is an in-ternal reaction. It is an accepted fact, though, thatthe student's interest is heightened if he is well-motivated. In turn, "interest will determine not onlywhether an individual will learn to read but alschow well he will read, and in what areas he willread.'"

Because today's reader is confronted with agreater demand to read more highly complex mate-rials, he mutt possess more refined reading skills,and he must develop an abiding interest in reading.

With the increased demands for reading in thesecondary school, a variety of motivational practicesmost ..e employed by teachers. These motivationalactivities may be used as both points of departureand end products. The student must learn to read tosatisfy certain needs, but through repetition of read-ing activities, enjoyment and irlI rest ale stimu-lated. Reading then becom A a habit and oftenmotivates other activities.

If motivation practices are used effectively byteachers, students be exposed to experiencesthrough which a respect for thorough study, pro-longcd inquiry, and continued interest will be devel-oped and fundamental attitudes estaYi,-bed." Theywill also acquire a rest): .t for knowing facts or

');9its Rraditr,p, VCI. X XVI (C11 Univcrty orChicago Pres?, trotto, p. st.

Hrtva G:as, 0.1-1",nn Sr, P- froeLirg Row, tv ;7York: The Dobbs-Merrill Ce:op.;ny. Ir 1?63), pp. 2he;e41.

34

having an option about a subject. Tasting the satis-faction of gathering information and feelingadequately informed on a subject will enhance ap-preciation and attitude. As a result, these studentswill be on the way to becoming readers who continueto read newspapers and magazines to be informedand to increase their personal competence.

Usually effective motivation results in greaterinterest of the student; therefore, the degree of thisreading interest will be only in direct proportion tothe extent to which the reader is involved with thatwhich he is reading. It then becomes necessary todetermine the students' reading interests and pro-vide conditions to facilitate them.

Students' reading interests can be ascertained bynumerous inventories prepared either commerciallyor by teachers. Interests may also be investigateddirectly through checklists of book titles or classifiedinterests, lists of books that students have recentlyread and enjoyed, records of library withdrawals,interviews, and questionnaires. (See Chapter Nine,"Deve;oping the Reading Interests and Habits ofSecondary Students.")

There are various practices which teachers mayfind helpful for motivating students to want to read.One of the most useful and meaningful practices isthe development of personal and class experiencecharts or stories, records of interesting activities iuwhich students have engaged. Charts or stories canbe used effectively with poor readers. Experiencesmay be written on chart paper or typed as they aretold by the students. Generally, these char ts orstories are effective Localise they capitalize on themost potent factor--interest. These charts may beused as a means of extending sight vocabulary orintroducing new vocabulary. Each day a sentenceor two may be taught. Words which the student can-not recognize may be taught by using flash cards orstructural or phonetic analysis.

Since the greater the intrinsic need, the greaterthe success and pleasure gained, other activities mayalso appeal to the practical experiences that studentsencounter. For instance, the e of travel pamphlets,telephone directories, atlases, road maps, and adver-tisements may motivate students to learn the skillsof skimming, following directions, drawing conclu-sions and making inferences. For terminal studentsand boys who are planning to enter the Armed Ser-vices, the skills of reading to get the main idea andto get details may be taught by using pamphlets orcatalogues describing job opportunities and require-ments from civil service agencies, employment dui-reaus, and tine Armed Forces. Also, the class maybe divided into groups of three or four students.Each group may be given the task of charting a tripby car to a particular place. Students with the best

reading abilities may be given the task of writingvery simple directions. Students with the lowestreading abilities may be given the task of dictatingthe route. Help should be given to each group in rec-ognizing tne words used in the direct 3 and inrefining understanding of those words.

Expressive activities such as dramatizations,monologues, oral reading by the teacher or student,puppet shows, pantomimes, and socio-dramas serveas means of sharing books read and of motivatingother students to read. (See Appendix E.)

Audio-visual techniques are among the most ef-fective means to create a desire to read. Hence, ateacher should provide a classroom which includeseither posters or quotations about reading, picturesof authors and people enthusiastically engaging inreading, and a colorful display of book jackets,magazines, paperbacks, educational comic s, andpamphlets. Slides and filmstrips as well as tapes andrecords may be used.

Reinforcing and broadening reading skills andinterests must be an end product of an type ofmotivation. Organizing reading clubs, ba ok fairs,and a classroom. library facilit-ates reinforcementand provides an outlet for interests discoveredthrough reading.

Motivating Culturally Disadvantaged StudentsA first step in motivating culturally disadvan-

taged students to read is to help them understandthat they :an learn to read. Confidence in themselvesas learners as well as in their teachers must be fos-tered. "The teacher of the culturally different childmust help him know emotionally as well as intellec-tually that there resides in him deep reservoirs ofability, even genius, that he habitually fails to useuntil he can :,_aster enougn desire to ignite the en-ergy that is latent within him." 22

These culturally disadvantaged individuals mustalso see not just the practical but the immediate im-portance of reading. Hence, teachers most p-co-ilematerials of immediate interest to them; materialscentered on the vocational and practical problemswhich these students face will prove invaluable inmotivating interest in reading.

Bask Instructional Activities for ReadingLearning is an active, perceptual process result-

ing in new ideas, concepts, and organization and isfacilitates, by the development of ba s i c readingskills. Reading to learn, then, should involve foursteps: recognition, understanding, reaction, and in-tegration. Whenever the reader integrates what heis reading, he is studying. This is the ultimate in

"Earl Nlghlingale. On Motivating the Ilv5athanIngedVifrif Spree/rel. Vol. 23 (fletchor 1 19ros). pp. 18.21.

85

comprehension." If learning is to take place, teach-ers of reading must provide adequately for the plan-ning, selecting, and guiding c.` meaningful instruc-tional activities for learning.

Three Basic Instructional Activities

Three basic instructional activities should be in-cluded in secondary reading programs. The firstwhich should be used with any reading mate-rial is the directed readihu actit:ty. It leads to thedevelopment of new understandings, skills, and ap-preciations and is composed of five stages, each of\vhien includes specific teaching activities."

Stage 1: Readiness1. Prepare students for a full appre-

ciation of what is to be read.2. Stimulate interest of students by

varied means.3. Develop working concepts.4. Identify for students the reasons

for reading.5. Develop the vocabulary and reading

skills needed.stage 2: Silent Reading

1. Assist students in getting the mainidea s, identifying sequence ofevents or ideas, and understandingmeaning from context.

2. gelp students to answer questions,to prove belie:s, to discover like-nesses and differences in charactersand to identify situations.

Stage 3: l'ocaihdarp and ComprehensionDcre!opment1. Discuss problems in vocabulary and

comprehension encountered in pre-vious stages.

2. Prepare the students for next stage.Stage 4: Rereading

1. Promote rereading either orally orsilently to confirm ideas, to shareinformation, or to develop facilityin reading.

Stage 5: Follow-up1. Develop organizational skills.2. Promote independent and effective

study habits.The second basic instructional activity which

should be used by all teachers is the follow-up ere-firrl?. A continuous follow-up of the students' read-ing skills and interests is e,zential, as the ultimategoal of reading instruction k growth not only in

' Pccbant, oo.' Emmett Albert Bette, Uffinz 4n I inv.6 '

C,11 INew fork: American Bank COTT) pany, p. 121.

reading but through reading. Through a plannedfollow-up activity, three purposes are achieved:

1. Students' interests and experiences are broad-ened and cultivated.

2. Students' facility in using books and othermaterials is developed.

3. Students' effective independent study habitsare developed.'5

Activities which may he used in follow-up maybe classified as creative activities, study activities,extended reading activities, and reading game s.These activities should not fail to recognize the na-ture and the needs of the learner and the kind ofworld which influences his interests and efforts.

The third basic instructional activity is recrea-tional reading. Instruction in reading should developindependent and interested readers as well as skillfulreaders. Hence, emphasis on study or "close" type ofreading should also be accompanied by systematicguidance of the student's recreational reading. To-day, the latter emphasis is especially necessary be-cause students have more leisure than ever before,and they have increased means by wilich to buyhooks, provided their interests are whetted. If recre-ational reading is to be a highly desirable activity,the following principles should be observed:

1. Students should be permitted to follow theirown interests.

2. Students should be turned loose in the libraryor a book store to browse.

3. Students she uld be allowed to choose their

r Fiat., p. 517.

86

reading and encouraged to make out individ-ual reading lists for the year.

1. Stadents should receive help ;n p/aiming abalanced daily reading rrogram.

5. Books should be brought to students' atten-tion.

6. A variety of reading materials should be provided for the students.

7. Students should be taught how to evaluatebooks which they read.

8. Students should be encouraged to share th?irreading in many creative ways.

Specific activities to extend interests and to pro-mote recreational reading are provided in ChapterNine.

Other Basic Instructional Activities

Other useful instructional activities include lis-tening and speaking activities; skills game activi-ties; writing and spelling improvement activities;use of the tape recorder, "Language Master," film-strips, films, pictures, and realia ; and activities todevelop study techniques, such as the SQ3R studymethod presented in Chapter Seven. Mechanicalreading devices, such as tachistoscons and pacers,might be used to a limited extent for motivation andrefinement of skills. When used, these devices shouldbe carefully introduced to the small team a indi-vidual who will work with them. The use of a me-chanical device with an entire class group as a basicinstructional activity is generally unwise and ishighly discouraged.

11,-

4

CHAPTER SEVEN

Basic Reading SkillsBasic reading skills must be Lught and refined

in secondary schools today. To develop these skillsefficiently and effectively, a continuous, systematic,and planned program of instruction must be pro-vided for each student. Such a program providesbasic help in the skills of word recognition and vo-cabulary dcvelopme-27d, comprehension, critical andcreative reading, study skills, and rates of readingcomprehension. While vat loos reading authoritieslist over one hundred basic reading skills, Markshef-fel cites twelve basic skills essential for effectiNe andversatile roiling in secondary subject-matter areas.The secot y student should have:

"1. An .dequate sight-vocabulary of the mostcon non words in English

2. 11'or.1 recognition and pronunciation skills3. The ability to use a dictionary independently

and successfully1. The ability to follow written and oral

di rut :ons5. An undersdandim, of the meaning of a large

munber'h he ability to so go meaning from what is read

7. The ability to organize mentally and to out-line material so that he can recall and use it

37

-

4

,. ? --- _-- ,7-77,71v,

:IWO

when needed8. Some knowledge of how to establish purposes

for his reading9. The ability to adjust speed of reading accord-

ing to his own experience, and to determinethe reasons for his difficulty in the materialhe is reading, and his purposes for reading itelsho alAity to use the index, table of contents.glossary, and author'e clues found in a text-1 ook

11. A knowledge of when to use additional refer-ence materials

12. The ability to use the library and its referencematerials"'

Many of these basic skills will have been intro-duced in the elementary school, 1 :.-,never, completemastery of these and other essential skills shouldnot be expected as a student enters the secondaryschool. Only through continued use, leaching andreteacHng of these skills can mastery be expected.Mastery is dependent upon maturity in reading andlanguage and a broad exl.erimititil background

ihe broadening of experiential backgrounds hasbeen emphasizvil during the r lementary school years.Therefore, the seeop jary sche,d ti,nds to rely heavilyon developing understandings. skills, and

I. 0,

.1 I. M31*,/, f fr1, Itrtf,r 0,7..,-,7 ti.;f,p), tlz1 t 11-1- C,,nt'Lry,

Y,tk I pr, ti

Lions through vicarious experiences. While this islimited by the range of materials studied and strictscheduling, it is important that subject content beenlivened by helping the student to become person-ally involved in learning both the content and skills.A wide range of experiences builds a backgroundof understandings that gives meaning to printedmaterials and expands the potential of the student'sfinal achievement in basic reading skills.

Many enriching activities to broaden experientialbackgrounds can be provided within the regularclassroom as a part of teaching the basic skills. Aclass studying the Shakespearean period may bene-fit not only from reading his works but from view-ing movies of Shakespeare's plays, constructing scalemodels of his theatres, building dioramas of Eliza-bethan life, and completing other activities relatingto Shakespeare's time.

Mathematics is made more comprehensible bystudying three-dimensional geometric models, gi-gantic number-lines, and enlarged slide-rules whichcan be seen by a whole class. Imperative also arepractical experiences in putting mathematics knowl-edge to work: computing the size and engineeringthe hanging of stage drops for the school audito-rium; measuring and cutting draperies for theaudio-visual room; 1.racticing filling out income taxand banking forms in transacting personal business;

38

41

and arranging to buy a motorcycle on term pay-ments.

Science classes become more meaningful throughlaboratory investigations, allowing the students towork as scientists work to uncover basic principles.The building of models of molecules and cells pro-vides students three-dimensional perception that isdifficult to achieve solely with diagrams andpictures.

It is highly important to include exploratoryvisits to broaden experiences and increa te back-ground knowledge as a basis for developing basicreading skills and understandings. A trip to a court-house may necessitate flexible scheduling bat wouldprovide a realistic impression of local govnmment.All subjects would benefit by imaginat ve well-planned trips to provide background understandingsessential to basic skills development.

The following skills must be developel in thesecondary school. If the skills are new to the student,they should be introduced carefully in reading andcontent area materials. If the skills are known butnot mastered, they must be reinforced with soundteaching practices and a variety of activities. Rec-ommended aging activities for some skills are in-dicated by the treasure chest symbol. The individualteacher should expand these activities thr)ugh theuse of a wide variety of materials and his own crea-tive teaching ideas.

Vocabulary Development andWord Perception Skills

The four types of vocabularies are listening,speaking, reading, and Writing. Before a student isready to read, he must acquire listening and speak-ing vocabularies which usually develop early in life.During childhood, the individual listens to and usesfamiliar sounds in sentences. When he begins toread, he associates meaning with the printed sym-bols. Utuall in this stage of reading instruction,he learns words from pictures and other clues byseeing the whole word r.,; it is symbolized in the pic-ture. The student is building a basic sight vocabu-lary.

As he acquires this sight vocabulary, he learnsto use these words in composition and spelling, de-veloping a writing vocabulary. A .neaningful andextensive vocabulary emerges from the use of allthe language skills of listening, speaking, readingand writing.

Developing vocabulary must begin with learningto identify words and relating experiences to thesewords in order to understand their meanings. It isessential to follow a sequential program of instru^.-tion to develop meaningful vocabularies for contem-porary life. Such a program includes the following:

I. Evaluating vocabulary knowledge throughdiscussions and testing {See Chapter Four).

II. Developing a background of meaningful ex-periences essential to expanding vocabularyknowledge

A. Field tripsB. Visual teaching materialsC. Story tellingD. Oral reportsE. Oral readingF. Informal conversationG. Listening activitiesH. Dramatics

A class 'nay be taken on a field tripto the courthouse or archives build-ing. Before going on the trip, infor-mal conversations may be employedto create interest, and the teachermay make a list of things the stu-dents should observe. Upon their re-turn, students might give oral andwritten reports of their experiencesto develop an understanding of newwords and concepts met during thefield trip.

III. Providing opportunities for wide reading tobuild and enrich vocabularyA. Supplying materials geared to the stu-

dent's reading ability and interestsB. Giving instruction in special vocabularies

of the content fieldsC. Providing free reading time

Students should have time to readmaterials of their choice during classtime. The materials should be dis-cussed with an emphasis on newwords and concepts.

IV. Providing instruction in phonetic analysisassociating sounds with the printed symbolsA. Consonants: speech sounds of consonant

letters1. Initial consonant: the beginning con-

sonant letter of a word2. Final consonant: the ending conso-

nant letter of a word3. Medial consonant: the middle conso-

nant of a word4. Consonant blend: two or more conso-

nants blended to produce one sound.Example: bl, sti

5. Consonant digraphs: two le t ter swhich represent one sound. Example:sh, ch, gh (rough), ng (sing)

6. Silent consonants: one or more con-sonant letters that are not heard in aword. Example: gh (sigh)

B. Vowels: the speech sounds of a, e, i, 0, uand sometimes w and y1. Long vowels: sounds that are like the

alphabetic pronunciation2. Short vowels: sounds that are unlike

the alphabetic pronunciation3. Sound of y as a vowel: long and short4. Other vowel sounds: sounds influ-

enced by r, w, and 15. Vowel digraphs: tws) vowels produc-

ing one sound. Example straight6. Diphthongs: two sounds blended so

closely that they form a compoundsound. Example: oil

Consonants: II a v e students pro-nounce lists of prepared word: thatbegin with consonants, end with con-sonants, and have consonants in themiddle of the word.

Blends and Digraphs: Teacb blendsand digraphs by singling out the pat-tern in words. Then call out wordscontaining the blends or digraphsand have students write down the let-ters that make the sound.

Veneers: In the early stages of rec-ognizing differences between 1 on gand short vowels, the student mayfind that if he learns a small wordthat contains thr vowel being studiedhe may be able to remember the samesound when he meets it again.

V. Improving vocabulary growth through struc-tural analysis--the means by which a student identifies meaningful rats of wordsA. Syllabication: dividing words into syl-

lables, parts, or units

1. 132!,ciples of syllabication (to betaught inductively)a. All words have at least one syllable,

and every syllable has a soundedvowel.

b. When there are two consonants be-tween two sounded vowels, the di-vision usually comes between thetwo consonants. Example: sum me,-

c. When there is one consonant be-tween two vowels, the division isusually before the consonant. Ex-ample: ho tel

d. In a word ending in "le" precededby a consonant, the division is be-fore the preceding consonant. Ex-ample: to ble. Exception: w o r d sthat end in -ckle ("pickle" group)are divided before the -le becausethe c is silent F 'd the k goes withthe first syllabi, Example: tack le

e. The final -ed in a word is usuallyanother syllable if the -ed is addedto a word that ends in t or d.

f. Suffixes generally f or m anothersyllable. Example: hunt cr

g. Compound words are divided be-tween the two words.

h. Certain letter combinations, suchas consonant blends, consonant di-graphs, vowel digraphs, and diph-thongs, are so close that they can-not be separated in syllable divi-sion.

2. Kinds of syllablesa. Open syllables: syllables that end

in a vowel sound. Example: ho telb. Closed syllables: syllables that end

in a consonant sound. Example:sum. mer

B. Root words: basic word componentswhich may have prefixes and/or suf-fixes added to form a word

C. Derived forms: root words with prefixesand/or suffixes added1. Prefixes: beginning syllables which

change the meaning of words2. Suffixe,: common last syllables which

change the functions of wordsD. A basic list of prefixes anl roots: a key

to 100,000 words of unabridged diction-ary size=

'James 1. Eiro,sn, Progruiwird roult.vraiy (New 'fork:Arpleton.Century-Crofts, 1961), pp. 5 6. Reprinted by per.missi.n of the author and publisher.

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44

Words

preceptdetainintermittentofferinsistmonographepilogueaspectuncomplicated

nonextended

reproduction

indisposed

oversufficient

mistranscribe

Prefix Common Meaning Rootpre- (before)de- (away, down)inter- (between, among)ob- (against)in- (into)mono- (alone)epi- (upon)ad- (to, towards)un- (not)corn- (together, with)non- (not)ex- (out, beyond)re- (back, again)pro- (forward, for)in- (not)dis- (apart, not)over- (above)sub- (under)mis- (wrong)trans- (across, beyond)

Extensive lists for teaching basicprefixes, suffixes, and root words arefound in Word Attack by Clyde Rob-erts, published by Harcourt, Braceand World, Inc.

VI. Improving vocabulary through a knowledgeand use of context clues, one of the mostimportant aids to word meaning

A. Types of context clues1. Definition: an unknown word defined

in the passage. Example: Because ofthe coach's succinct explanation, theentire team understood the solution tothe problem.

2. Experience: Students may rely upontheir past concrete experiences to sup-ply the meaning of the new word.Example: The rains lasted for manydays. On the fourth day I could hardlysee the river banks. They were almostinundated.

3. Comparison or contrast: The un-known word may be compared orcontrasted with something known.Example: Staggering in his inebria-tion, he broke the spell of sainthoodthat was characteristic of all threegenerations of vestrymen.

I. Synonym: 'Phis type of clue consistsof a known synonym for the unfamil-iar word. Example: The mangled carwas scattered along the busy thor-

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44

cape reteneremittereferrestaregrapheimlegeinspecere

pi ica retendere

ducere

ponere

facere

scribere

Common Meaning

(take, seize)(hold, have)(send)(bear, carry)(stand)(write)(say, study of)(see)

(fold)(stretch)

(lead)

(put, place)

(make, do)

(write)

oughfare, an impediment to all south-bound traffic.

5. Familiar expressions: This clue re-quires E knowledge of commonexpressions or idioms which may beanticipated easily before they arecompleted by the speaker. Example:The unexpected \rimier of the onemile race sped full tilt against thewind during the last exciting secor

6. Summary: In this clue the new wordmay summarize the ideas that prect:dait. Example: At the age of sever ty,the golfer was still very skillful. lieseldom missed a chance to putt on thegreen nearby. For a man of his age,he was very agile.

7. Reflection of a 'hood or situation: Thegeneral tone of the sentence or para-graph sometimes suggests a clue to thenew word. Example: The aromafrom the grey building floated acrossthe veranda of the old Georgian honr.The delectable sensation instantlypleased the secluded couple as theysat admiring their purchase.

B. Uses of context clues1. Aid to word perception

Aid to -:ord tr anings r!iri cornprehen-sion

VII. Teaching skuls to extend and enrich vocabu-laries

A. Using alphabetical orderB. Dividing the dictionary into thirds so

that a student becomes familiar with thesections

C. Locating an entry wordD. Adapting the definition of an unfamiliar

word to the context.E. Using pronunciation symbols on unfa-

miliar wordsStudying the etymology of words

G. Studying qualifying wordsH. Studying the connotations and denota-

tions of words1. Studying synonyms and the like

VIII. Providing cumulative word lists to extendvocabularyA. Using content area materials to teach

specific kinds of wordsB. Gleaning words from class discussionsC. Finding and learning functional words

in everyday activitiesD. Studying words that are real or notion-

al, such as the following from an un-known source:1. Galvanize - coat with zinc2. Martinet - strict disciplinarian3. Mausoleum -- a large tomb4. Maverick - independent individual

who does not conform with his group5. Thespian -actor6, Pasteurize - partial sterilization of

a substance at a temperature thatdesk r o y s objectionable organismswithout major change

7. Quixotic - idealistic to an imprac-tical degree

8. Jeremiad - prolonged lamentationor complaint

E. Learning words derived from myths andlegends, such as the following from anunknown source:1. Promethean - resembling Prome-

theus, who, according to legend, stolefire from heaven as a gift to man

2. Chimerical - unreal3. Mentor - trusted councilor or guide4. Mercurial - boring qualqies of elo-

quence, ingenuity or thievishness5. Calliope Greek Muse of eloquence

and heroic poetry6. Odyssey --- a long wandering marked

1.y many changes of fortune7. Olympian - lofty

Stentorian -extremely loudProtean - variable

x.

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10. Stoic - indifferent, to pleasuce orpain

F. Learning words which have been bor-rowed and are frequently used, such asthe following:-,

ego trusted friend or second selfuppermost point.underworld languageself- operatingplayful reparteerefined tastes in food and drinkneither rich nor poorsecretly determined to over-throw one's governmentauthorizationPaid applaudersdistinguishing nickname or sur-namemeeting to discuss ecclesiasticalmattersvigorouslydeathfinal outcomegiantbundle of papers containingimportant informationbrilliancewoar inessoutward appearance of an entrance or front

21, social blunder22. failure23. kind24. ..ghtiness25, general masses26. end'essly27. in accordance28. snap, sudden29. up to date30. exercising power as if legally

constitutedlacking social gracesdisguisedlighthearted concerndullinnate generositydeathone who ha3 acquired wealth butnot social gracesill healthmixtureperson of mixed blood

1, alter2, apex3. argot4. automaton5. badinage6. bon vivant7. bourgeoisie8. cabal

9, fiat10. claque11. cognomen

12. concordant

13. con brio14. demise15. denouement16. collossus17. dossier

15. eclat19. ennui20. facade

faux pasfiascogenrehauteurhoi polloiad infinitumad libituma prioriau courantde facto

with one's wishes

31. gauche32. incognito33. insouciant34. jejune35. largess36. macabre37. parvenu

3S. ma]ais-e39: melange40. mestizo

Borrowed words reprint. 'I front Ilnrbrare Vo,:nt'oollryIdni.it.Orip by Paul Sweitrk,r anal Lee. Copyright .^1957 by Harcourt, Ilrace and World, Inc, Reprinted with per-rritsion from the publii,h,r,

Comprehension Skills

Instruction for developing comprehension, theability to um.erstand and interpret what is read,involves a coordination of all language communica-tion skills (listening, speaking, reading, writing,and thinking) into an integrated sequential pro-gram. A coordination of t'lese communication skillsdepends largely on an adequate experiential back-ground which aids in bringing meaning to and get-ting meaning from the printed page.

The initial step in the comprehension process isthe association of an experience with a given sym-bol. Complete meaning, however, is not conveyed byunderstanding a word, the most elemental but abso-lutely necessary form for comprehension. The pro-ficient reader interprets words in their contextualsetting. Words have meaning for him as parts ofsentences, sentences as parts of paragraphs, andparagraphs as parts of longer selections.'

Comprehension skills that help the student movefrom the simple, basic level to the more sophisti-cated level are included in this section. Comprehen-sion abilities that require further development atthe secondary level may vary from the primarystages for the seriously retarded reader to the ad-vanced approaches for the college preparatorystudent'

1. Development of reading comprehension involvesA. Word meanings: associating experiences

and meaning with the graphic symbol1. Verbal connotations and denotations2. Sensory images (visual, auditory, tactile,

gustatory, olfactory) suggested by words3. Contextual meanings and clues

a. Definition

Emerald Dechant, Improving the Teaching of Reading(Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1964),p. 343.

'Lawrence Carrillo, Unit II': Planning a SehoobeideReading Program, Reading Institute Extension Service(Chicago: Science Research Associates, January 15, 1963),p. 6.

b. Experiencec. Comparison and contrastd. Synonymse. Familiar expressionf. Summaryg. Reflection of a mood or situation

B. Phrase meanings: expressions that meanmore than the sum of the individual wordseach contains1. Idiomatic expressions2. Figufative expressions

Have students give synonyms fora collected list of idioms. (Examples:a root of evil, to come across the rightbook, big shot, hard-headed).

Provide opportunities for learning and explain-ing the various figures of speech. Examples: He isa tiger in battle. (metaphor)

Do you prefer Robert Frost or Carl Sandburg?(metonymn)

Scornful Pride crushed her benefactor. (personi-fication)

He outran the fastest race car. (hyperbole)C. Thought units: grouping words in a sen-

tence into meaningful phrases1. Oral activities: conversation and discus-

sion2. Written activities: selected samples

from texts, other books, and originalsentences

3. Follow-up activities: independent prac-tices

Write a sentence first in the usualway, and then write it as a good read-er would read it in thought units.Have students read both sentences.Then have students construct sen-tences to be read in thought units byothers, followed by discussion of thephrasing done after the reading ofeach sentence. Continue activities its

43

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thought phrasing with se n ten c esfrom various sources.'

D. Sentence meaning: understanding and in-terpreting language patterns1. Word order2. Key words3. Grammatical inflections signaling tense,

number, and possession4. Kinds of sentences5. Identification of facts: Who or What?

What happened? Where? When? Whyor How?

6. Pulctuation

(a)

Have students study the interrela-tionship of parts of ea c h sentencewhich present comprehension diffi-culty.

Study the thought of sentences in whichsubject and verb, set arated by a number ofqualifying ideas or modifiers, are in thenatural and inverted order; and then con-struct similar kinds of sentences.

(b) Discuss the ways relationships are ex-pressed by words such as if, and, tut, al-though; then complete sentences constructedas follows: "They will comply with the re-quest if . . . and . . . but . . . although . . .

however . .. after .. ."'(c) Explain the relationship of various inflec-

tional endingss, es, 's, ed, ingto themeaning of the sentence.

(d) Identify sentences as statements, as ques-tions, as introductory, transitional, and con-cluding thoughts.

(e) Look for words in the sentence that tellwho or what, ichat happened, where, when,h.pr, and why.

(f) Punctuate logically sentences not alreadypunctuated to show how punctuation affectsmeaning.

E. Paragraph meaning: group of related sen-tences; small structural units of a longercomposition1. Identification of topic sentence or sen-

tences which best summarize t'le mainidea of a paragraph

2. Identification of relevant and irrelevantdetails

3. Use of details to identify or formulatethe main idea

'01iNe Stafford Niles. et nt.. Guidebook /or Torties inRending 1 (Chicago: Scott, Foresman and Com;,sny, 1961),pp. 76.77.

' Walter Lohan Margaret Ryan, and James Squire, Ttneliihg nrd Lifeent,re (Ne York: Harcourt, Rraceand World, Inc., 1961), p. 239.

4. Recognition of patterns the writer usesto develop n paragraph'a. Question-answer: plainly stated or

implied question that LI answeredb. Repelition: statement of main idea

more than once in different wordsc. Conclusion-proof: creation of belief

in author's conclusion by supplyingfacts to support that conclusion

d. Opinion-reason: author's opinion asa main idea with subjective supportfor this opinion

e. Prohlent-solution: a complication fol-lowed by a resolution of the complica-tion

f. Fusion of details: descriptiong. Comparison and contrast: parallel

ideash. Events in time sequence: chronologi-

cal orderi. Systematic organization of related de-

tails: bringing together facts relatedin some way, as by logical kinship,time, space, or association

5. Observation and use of varied thoughtrelationships in paragraphsa. Chronological relationshipb. Simple listing of ideasc. Comparison-contrastd. Cause-effect

Provide a series of well written,variously developed paragraphs f o rstudents to analyze for the followingpurposes: (1) to name the sentence,part of t},e sentence, or the sentenceswhich express the main idea; (2) toindicate which way ea c h sentencesupports the main ideaif it tellswhy or how, proves the mait, idea, orgives further support to the mainidea; (3) to decide what pattern theauthor used to develop each para-graph; (4) to recognize and statethe topic for each paragraph.

F. Longer selections: articles, chapters, booi.s,and Mks-Wires (prose fiction, p o e t r y,drama)1. Studying the title to consider what it

means; the chapter headings to considerwhat questions may be discussed

2. Understanding the interrelationships be-tween various types of paragraphs in aselection

'Stella S. Center. The Art of Ronk. Rending (MN% York:Charles Scribner's Sons. 1952), pp. 25.17.

44

4tPt

a. Noting linking expressions, as transi-tional words or phrases, a repetitiousword or idea from a previous para-graph

b. Recognizing the main thought of eachparagraph

c. Interpreting he relationship of de-tails to the central idea

d. Grasping the central thought of theselection

e. Applying ideas and integrating themwith past experiences

3. Recognizing the essential characteristicsof different kinds of writing'a. Factual compositions: utilitarian or

moral

b. Literary works: products of the cre-ative imagination(1) The central idea: the conflict,

the goal, or the author's purpose(2) The pattern: organization,

framework, or design(3) The mood: the emotional atmos-

phere

(4) The style: the approach, therhythm, or sound in poetry orprose that establishes rapport ofreader and author

(5) The validity of the work: itsvalue

II. The use of a variety of special comprehensionabilities includes

'Mid., pp. 124, 175.

45

A. Reading for specific purposes and to retaininformation

E. Developing organization skills (See "StudySkills.")1. Following directions2. Classifying things, ideas, words3. Using organization keys headings,

marginal notes to get main ideas, andthe like

4. Sensing relationships5. Establishing a sequence6. Summarizing and generalizing7. Outlining8. Taking notes

C. Reading to interpret1. Main ideas2. Ktowledge of drawing inferences3. Prediction of outcomes4. Formation of opinions5. Recognition of the general and the

specific6. Perception of analogous situations and

ideas

D. Reading to evaluate (See "Critical and Cre-ative Reading.")

E. Reading for appreciation1. Recognizing story plots2. Analyzing character3. Sensing humor4. Recognizing motives5. Reacting to mood

READING

Critical and Creative Reading SkillsCritical and creative reading do not just happen,

but evolve from a continuous emphasis on whysomething is said, as well as what is said. This in-quiry develops inferential thinking. Meaning can -rot be established for each studei.t until carefulstudy has been made of the author, his purpose, andhis vocabulary; and the denotations and connota-tions of the selection have been totally analyzed.

As society grows more complex, critical thinkingbecomes more essential for survival. An independentthinker is the product of intelligence, experiences,skills, and concepts in varying degrees, all of whichare involved in reaching the highest level of compre-hensioncritical and creative thinking. Distinguish-ing between fact and fiction, determining points ofvalue, and discerning propaganda are all necessaryin today's world. Learning to think critically is avital part of the educative process. Therefore, theteachsr's task is to find better ways of teachingcritical reading by laying the foundation in a se-quential plttern of development of all reading skills,especially those of comprehension.

I. sequential pattern of critical and creativereading and thinkingA. Student responsibilities

1. Understanding abilitiesUsing results from a standardized

reading test, informal reading inven-tory, and the like, explain fully to

46

49

each student his strengths and weak-nesses in comprehension. Help himplan objectives for himself and feelencouraged to work for improvementin the higher skills of thinking.

2. Responsive listeningGive periodic listening tests. Select

a paragraph one reading level abovethe instructional level and read it tothe class. Follow immediately withquestions of vocabulary, fact, and in-ference.

3. Keen observationDescribe a person, place, object, ,r

situation in as many ways as possible.Use a thesaurus.

4. Sensitive questioningStudents could read a brief article

iron, U. S. News aad World Report,then compose and answer questionsof factwho? what? and when? Thenthey should compose and answerquestions of interpretation how?and why? which stimulate criticalthinking.

5. Complete analyzationResearch a tapic such as "county

taxes" and outline the problems dis-covered.

6. Determined validity

Debate a topic such as "Cut TaxesVersus Raise Taxes."

7. Objective selectionConduct a mock vote on a referen-

dum concerning "county taxes."8. Positive substantiation

7,:ach student might write P. posi-tion paper, expanding his personalreasons for arriving at a specific con-clusion which he deems orthy of thetest of time. Following the sequenceof suggestions 5, 6, and 7 above, thetopic might be "Our County Taxes."

9. Systematic integrationRequire a design for a follow-up

activity, such as "An Assembly Pro-gram," "Letter to the Editor of theNewspaper," or "Drafting a Peti-tion."

B. Teacher responsibilities1. For perceptual awareness

a. Through sensory impressionsHave students read samples of

outstanding sensory impressionsfrom literature, such as JohnBrown's Body by Stephen VincentBenet. Write lists of descriptivephrases to incorporate in discus-sions or compositions.

b. Through emotional involvementHave students cite instances of

emotional in:olvement found inLook HomeWard, Angel or TheYearling. Follow this with eachstudent's reading of a book listedin Reading Ladders for Human Re-lations. Compare findings.

c. Through likenesses and differencesHave students compare two

poems such as "Chicago" by CarlSandburg a n d "Mannahatta" byWalt Whitman. Point out similari-ties an d cliff e r e aces. Anotherassignment might involve compari-sons of tragic characters andvillains, humor and comedy, orrecorded dialects.

d. T h rough identification of situa-tions

Have students trace the plot ofa science fiction short story or amystery. Develop the sequence ofevents in outline form. EdgarAllen Poe's Tell Talc Heart or Ar-thur Clarke's Expciitioir to Earthmight be used.

47

50

2. For creative applicationa. Through meaningful relationships

Using two biographies, comparethe theme of "hardship and cou-rage." Support understandings bylisting direct and indirect experi-ences.

b. Through broadening conceptsRead selected quotations that de-

fine differently a w ord such aslove, happiness, or security. Relatethese to personal definitions.

c. Through identifying ideasMany stories, such as Heart of

Darkness by Joseph Conrad, em-body hidden meanings. Lead a dis-cussion of one of these stories readby the entire class.Through making generalizations

List details of a story or articleand formulate a one-sentence gen-eralization based on these.

e. Through selecting abstractionsEnumerate items that fall into

categories such as edible, negoti-able, or tranquil that may appearin a selection. Define words suchas CO u r a g e, reactionary, andpatriotism.

II. Implementation of critical and creativereading skillsA. Preparation

This period prepares the class forlearning to think critically. Studentsestablish rapport with other students aswell as with the teacher. Active partici-pation it sharing ideas and ex- riencesand acceptance of differences of opinionsmust be constantly practiced.I. Determination of purpose

Explore these questions: Why arecritical thinkers needed? What jobsdemand critical evaluation? How doesone learn critical evaluation? H o wdoes one think critically when con-fronted with a controversial issue?

2. Evaluation of materialsSelect a variety of materials of a

wide r a n g e of interests, includingtexts from social science, pure science,literature (especially essays a n dpoetry), speeches, religious writings,and newspaper and magazine articles,Discuss sections or aticles, evaluat-ing the competence of the author, the

d.

logic of his reasoning, and the accu-racy of the data.

3. Application to needsEach critical reading skill should be

used as needed. For example, any ofthe materials mentioned above mightbe outlined, summarized, discussed indepth, r e sear c he d, dramatized, orcompared. A panel discussion or asymposium might follow small groupsessions centered around one of them.

B. Procedure1. Identify problems.2. Formulate adequate questions.3. Acknowledge lack of information.4. Select sources of fact.5. Determine relevancy.6. Recognize differences of opinion.7. Arrive at conclusions.R. Summarize findings.9. Rev: uypothesis.

After each item under "Procedure"has been studied separately, the entirespectrum may be incorporated into aseries of directed reading activitiesuntil each student understands thetotal evaluation of a selection. A Jun-ior Great Books Discussion g r o upwould also prove valuable.

C. Techniques1. Skimming fcr generalizations2. Scanning for specifics3. Studying for various purposes4. Examining for discrimination5. Evaluating for refinement

Each technique should be coveredas needed. Practice in each techniqueis necessary for all students and thepractice should match the need as itarises.

48

51

Higher levels of critical and creative read-ingA. Determination of reliability and validity

of ideas1. Distinguishing between fact and fic-

tion2. Investigating the authenticity of ma-

terial3. Recognizing propaganda techniques4. Detecting oversimplifications (p o s i -

tive statements, proverbs, rhetoricalquestions)

5. Discerning bias and prejudice6. Realizing differences in point of view7. Judging completeness of analysis

Discuss Hidden Persuaders byVance Packard. Collect cartoons thatreflect "bias and prejudice." Displayads that show "scientific slant." Keepa record of "rationalizations" heard.List "band-wagon" appeals. Analy;1headlines for "card-stacking."

B. Rewards of evaluative reading1. Appreciation for the printed word2. Increased scope of learning3. Well-rounded personality4. Individuality of outlook5. Definite position6. Usefulness to society7. Enjoyment of life

I /. Obstacles to critical readingA. Use of a single textbook in a subjectB. Literal reading of printed matterC. Avoidance of controversial topicsD. Adherence to conformityE. Involvement with distractionsF. Complexity of reading processG. Lack of refined evaluative instrumentsH. Insufficient research

STUDY SKILLS FOR SMOOTH SAILING

DEVELOPING RESEARCH SKILLS

ORGANIZING rNFORMA I ION

USING AUDIOVISUAL AIDS

IMPROVING TEXTBOOK STUDY

USING THE DICTIONARY

USING THE LIBRARY

FOLLOWING DIRECTIONS

Study SkillsEven though students are required to spend

many hours each week in preparing their assign-ments, not all students are trained to use study skillsthat will help them in th?ir school work. Accordingto Spache, a great many reading difficulties of sec-ondary' pupils may be due to inadequate trainingin the study skills.10

In the learning of the study skills, differences incapacity among students have been recognized. Theteacher must start the student where he can learnand progress as far as he can ga. It is suggestedthat these skills be taught as the need arises and asthey are applicable to a task which is assigned tothe class.

"George D. Spache, Toward 13c1tcr Reruli,Pg (Champaign,Illinois: Garrard Publ:shing Company, 1963,, p. 331,

49

5 t

Prior to teaching stud :; skills, an informaldiagnosis or inventory -nould_be made of the various

.using subject area textbooks and referencematerials. An informal inventory for these skills isrecommended in Chapter Four.

Before undertaking research problems, studentsmust knot how to use the important sources of in-formation. If their research is to show scholarlyachievement, students must be instructed in how toacquire knowledge in their subject and how topresent their material.

Study skills involve:I. Following directions

A. Oral directionsB. Written directions

If students have difficulty following di-rections, give them simple oral and written

directions each day and gradually increasethe difficulty of the activities to be followed.

II. Using the libraryA. Organization of the library

1. Location of specific materials2. The Dewey Decimal System

Make a transparency reproductionof the school library to use in explain-ing its arrangement. Have studentsfill in an outline form of the librarywith pr o p e r identifications. Havethem keep this form their note-books for future reference.

B. Materials in the library1. The card catalogue2. Reference materials

a. Reader's Guide to Periodical Lit-erature

b. Encyclopediasc. Indexesd. Unabridged dictionariese. Atlases, almanacs, and other refer-

ence materials3. Multi-ruzdia materials

C. Library guidelines for teachers"1. Become familiar with your school li-

brary.2. Read appropriate new additions so as

to be in a better position to guidestudents.

3. Keep school librarian informed ofmajor projects so that she may pro-vide materials for your needs.

4. Work cooperatively with your librar-ian.

5. Help librarian with book lists.6. Invite the librarian to visit the class

for previewing new materials, hold-ing instructional sessions, and corre-lating class library activities.

7. Vary methods of sharing reading ex-periences. (See Append') E, "Crea-tive Ways to Share Books.')

III. Using the dictionary(See "Vocabulary" section.)

IV. Improving textbook studyA. Knowledge of parts of a textbook

1. Spine2. Title Pag(3. Author4. Copyright Date6. Table of Contents6. Preface

` Griffin Thompson Pugh, Guide to Reseoreh Writing(des- York: Houghton Mifflin Company, 1955), pp. 46.52.

7. Body8. Glossary9. Appendix

10. Bibliography11. Index

B. Knowledge of ways to read and studytextbook c ha pters and pictorial andgraphic aids

Use a textbook for teaching the partsof a book. After important parts of abook have been discussed, give an openbook test involving the use of the partsof the book listed above.

Teach students how to read and studya chapter. Give special attention to boldface headings (subtopics), introductorystatements, illustrations, graphic aids,the summary, and chapter questions.

Teach students to apply the SQ3Rtechnique to textbook study.

V. Using audio-visual aidsA. Media to learn to use

1. Maps2. Graphs3. Charts4. Tables5. Diagrams6. Cartoons7. Transparencies8. Tape recorder9. Films

10. Filmstrips and slides11. Television and radio12. Microfilm

B. Activities and aid; to use to developskills1. Maps-In map reat, g the student

needs to know the meanings of gulf,bay, equator, earth, distance, scale,Latitude, longitude, sphere, h tn 1-sphere, pole, key inset, as well as suchnatural features as rivers, lakes, con-tinents, islands, and mon-made fea-tures such as railroads and highways,and other ter ms applicable to thesut.ect.

2. Graphs--In reading graphs the stu-dent must learn to:a. Interpret the legend and under-

stand the meaning of vertical andhorizontal axis.

b. Identify the scale of measure used.c. Discover what conclusions can be

drawn from the graph.

60

sa,

3. FilmstripsOne of the advantages offilmstrips and slides is that they canbe paced to the needs of the student.Most students learn with ease to op-erate audio-visual aids.

4. Tapes and records Among theirbenefits are opportunities for provid-ing guided listening, developing audi-tory and speaking skills, and stimulat-ing interest in reading.

VI. Organizing informationA. Skills

1. Note-taking2. Outlining3. Classifying4. Summarizing5. Recall

B. Activities1. Note- taking Use outline form for

notes. Select main points and rewordin familiar vocabulary. Use a uniformlabeling system such as 1., A., 1.,a. Notes taken originally in perma-

nent form save valuable time. Keepnotes from one class or subject to-gether.

2. Outlining Organize information.Use Roman numerals to represent themajor headings or main ideas. Sub-topics or points of detail are indentedand prefaced by capital letters. De-tails that support the subtopics arepreceded by Arabic numerals. Anyadditional subtopics are preceded bylower case letters.

3. SummarizingPreserve in brief formthe main ideas and facts. In develop-ing the summarizing skills the follow-ing techniques are suggested:a. Have students summarize a mes-

sage so that it would be suitable tosend by telegram.

b. Have students summarize storiesinto a short paragraph.

c. Have students write headlines fromarticles in the newspaper.

4. Developing recall through the SQ3RStudy Skills Formula'sa. Survey: Look through whole as-

signment. Read the headings; ex-amine pictures, graphs, diagrams.Try to get the general idea of thewhole lesson.

"Francis P. Robinson, LIP -tire Shay (rev. ed.; NewYork: Harper and Row Publithrt, 1361), pp. 13.14, 29.30.

51

54

b. Question: Think of the questionsthat will likely be asked and an-swered in the lesson. Turn head-ings into questions.

c. Read: Study the lesson to find an-swers to the questions. Concentrateon main ideas and list them onpaper. Leave space between topics.After reading a section pick outpoints to remember and list themunder the topics.

d. Recite: Go back over the assign-ment immediately. A s k yourself,"Do I remember what this topic isabout?" An immediate quiz onwhat you have just read is the bestway to prevent forgetting.

e. Review: Go back over your head-ings and quiz yourself. Re-read theparts which you have forgotten.

Other methods which might be taughtto develop better reading and study skillsare EVOKER (Explore, Vocabulary,Oral Reading, Key Ideas, Evaluate, Re-capitulate) and POST (Preview, Ques-tion, Read, State, Test).''

VII. Developing research skills

A. Selecting the subjectAfter a student has selected a topic

which holds special interest for him,teach him to locate and evaluate mate-rials available on his subject.

B. Developing a bibliography1. Author2. Title3. Facts of publication

1Vhile searching in the library formaterials on his subject, the stude:itshould make an exact record on ind:xcards of each book, article, or docu-ment he findg that he might use.These cards are kept for the purposeof making footnotes of citation. Inaddition, the cards actually used areput in alphabetical order and the in-formation copied for the final bibli-ogra, hy,

Forms for bibliographical cardsfrequently used are:

"Walter Pauk, "On Scholarship: Athice to High SchoolStudent," The Reading Teacher, XVI! (Hove Aber, 1963).pp. 73-78.

For a book

Pence, R. M. A Grammar of PresentDay English. New York: The Mac-millan Company, 1963.

For an article in a periodical

Shaw, Wilbur. "The One - ManFarm," Life, XXI !March, 1962),3-6.

For an encyclopedia

"Rats," Encyclopedia Brittanica(1964), VII, 542

C. Locating matel'als1. Card catalogue2. Periodical indexes

a. Reader's Guide to Periodical Lit-erature

b. New York Times Indexc. Other indexes in special fields and

subjects3. Reference books

D. Taking notes1. Identify note card with name of

author and title.2. Make notes on both sides of card, if

necessary.3. State author's ideas in own words.4. Be careful to use author's exact words

when quoting his work.5. Place page number of source at end

of note card.6. Identify content of each card with

symbols in upper right corner matching the outline of the subject.

E. Organizing the paper1. Kinds of organization

a. Chronologicalb. Spatialc. Cause and effect

62

2. Kinds of outlininga. Topicb. Sentence

F. Writing the paper1. First Draft (Formulate ideas from

various sources.)

2, Footnotes (Footnote quotations andmaterials cited from various sources.)a. Primary citation

In text, place Arabic number slight-ly above the line to be documented.Place corresponding number beforefootnote at bottom of same page."

Example:'Henry B. Bowman, Introduction

to Creative Writing (New York:Harcourt, Brace and World, Inc.,1963), pp. 30-34.

b. Secondary citationExample:'Ibid. (followed by page number).

This refers to same source as theone immediately preceding.

'Author's last name, op. cit., pp. 51-52. If another footnote inter-venes, this form is used.

3. Final Drafta. Title Page

(1) Title of paper(2) Name of student(3) Course(4) Date

b. Outline or table of contents (Usesmall Roman numerals for pages.)

c. Body of paper (Number with Ara-bic numerals from page to lastpage.)

d. Bibliography

" Florence V. Shankrnan and Robert Kranyik, flow ToTeach Reference and Research Skids (New York: TeachersPractical Press, Inc., 1964), p. 31.

Ess

entia

l Rea

ding

-Stu

dy S

kills

Loc

atin

g I

nf o

rmat

ion

Inte

rpre

ting

and

Eva

luat

ing

Info

rmat

ion

Abi

lity

to u

se:

1. I

ndex

. glo

ssar

y, a

ppen

dix

2.M

argi

nal,

chap

ter,

and

para

grap

h he

adin

gs

3. M

aps.

cha

rts,

gra

phs,

tabl

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4.B

iblio

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5.A

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yea

rboo

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cycl

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(gu

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ords

, syl

labi

ca-

tion,

acc

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arks

,pr

onun

ciat

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pho

netic

spel

ling,

spe

cial

info

rmat

ion

sect

ions

)

7. T

he li

brar

y

Abi

lity

to:

1.In

terp

ret a

utho

r'sm

ood

and

poin

t of

view

2.D

iscr

imin

ate

betw

een

infe

renc

e an

d fa

ct,

prop

agan

da a

nd f

acts

3.C

onsi

der

date

of

publ

icat

ion

and

auth

ority

of

wri

ter

for

the

Seco

ndar

y Sc

hool

Org

aniz

ing

Info

rmat

ics

Abi

lity

to:

1.Id

entif

y de

tails

to s

uppo

rt m

ain

idea

s

2. T

ake

runn

ing

note

s3.

Mak

e a

sum

mar

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4. M

ake

a ve

rtic

alou

tline

5. O

rgan

ize

info

rma-

tion

in th

e fo

rmof

cha

rts,

gra

phs.

and

tabl

es

Rem

embe

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Idea

s R

ead

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to u

seef

fici

ent p

ro-

cedu

res

in r

emem

-be

ring

:1.

Not

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2.O

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ca- l

415,0

C)

4/ADJUST RATES

TO

PURPOSE

MATERIALS

WORD RECOGNITION

Rates of Reading ComprehensionIn the opinion of Karlin and other reading au-

thorities, speed in reading per se" has no realmeaning." It must be related to understanding;therefore, the emphasis must be on understandingrather than on increased rate of reading. It is alsoimportant that the student know that he must suithis rate to his purpose and to the complexity andfamiliarity of the material being read. If the pur-pose is to get factual and accurate information, therate should be slower.

A reasonable approach is to emphasize the num-ber of thoughts and ideas per page rather than thenumber of words per page.14 This would allow for

"Robert Karlin, Trachirq Reading in nigh School (Inthanapolis: The Robbs-Merral Company, Inc., 1964). p. 182.

"Ibid., p. 168.

69

3

S

flexibility in rate as the material demands a sloweror faster pace. The flexible reader may read rapidlyor skip parts that are irrelevant or have no bearingupon his aims. The flexible reader knows what hewants from materials, whether it is the main idea,supporting details, or a general overview. He readsdifferently when reading a newspaper, magazine,novel, textbook, or an editorial. The flexible readergears his reading rate to his thinking rate.

There is no fixed rate of speed at which a studentshould be expected to read materials. Rate varieswith the type of materials and the purpose in read-ing. Flexibility in rate should be a major goal toachieve effective and eftijent ..?ading. The follow-ing guide for flexibility in reading rate serves toillustrate the four rates to be developed and thei.urposes for which they can be used effectively.

Gui

de f

or F

ielo

bilit

y in

Rea

ding

Rat

e"Sl

owes

t: pr

ecis

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efle

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inki

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r su

ch p

urpo

ses

as:

Follo

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ions

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rbat

imA

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and

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sG

aini

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of m

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ral r

eadi

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Slow

: rea

ding

for

info

rmat

ion

For

such

pur

pose

s as

:C

ompr

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ding

thor

ough

lyR

eadi

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ritic

ally

Stud

ying

fer

cla

ssw

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Ave

rage

: rec

reat

iona

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For

such

pur

poqe

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:E

njoy

ing

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Satis

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g cu

rios

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Supe

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a1 c

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and

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leaf

ing

thro

ugh"

For

such

pur

pose

s as

:Fi

ndin

g a

spec

ific

item

of

info

rmat

ion

Get

ting

a ge

nera

l im

pres

sion

of

cont

ent

Find

ing

the

prop

er p

lace

to s

tart

slo

wer

read

ing

Judg

ing

whe

ther

the

mat

eria

l is

suita

ble

for

slow

er r

eadi

ng

Such

mat

eria

l. as

:Pr

oble

ms

Rec

ipes

and

oth

er d

irec

tions

Rel

igio

us a

nd p

hilo

soph

ical

wor

ksIn

tric

ate

tech

nica

l mat

eria

lsPo

etry

and

dra

ma

Map

s an

d ch

arts

Such

mat

eria

l as:

Tex

tboo

ksT

echn

ical

non

fict

ion

Lite

rary

pro

seE

ncyc

lope

dia

artic

les

Edi

tori

als

Such

mat

eria

l as:

Nov

els

and

shor

t sto

ries

Bio

grap

hyA

ccou

nts

of p

erso

nal e

xper

ienc

eM

agaz

ine

artic

les

of g

ener

al in

tere

stN

ews

item

s of

tem

pora

ry in

tere

st

Such

mat

eria

l as:

Ref

eren

ce b

ook.

:In

dexe

sN

ewsp

aper

pag

esM

agaz

ines

Boo

ks s

elec

ted

as o

f po

ssib

lein

tere

st o

r va

lue

To improve rate of reading, teachers should un-derstand basic causes of the lack of flexibility andappropriate methods to correct the deficiencies.

Causes of slow readingA. Lack of real and vicarious experiential back-

groundsB. Limited sight vocabularyC. Inadequate vocabulary and comprehensionD. Insufficient word recognition cluesE. Lack of phrasingF. Use of "crutches"G. Vocalization

II. Effective methods of increasing rateA. Gi"ing students materials highly charged

with interest and on their independent, theninstructional, reading level

B. Timing the reading of selections for variouspurposes

C. Checking comprehension after reading thestory or selection

D. Teaching skimming and scanning skills1. Skimming is like "skimming the cream off

the top." It involves reading headings,topic sentences, introductory and conclud-ing paragraphs, summary sentences, keywords and phrases. The purpose of skim-ming is to get a general impression of theselection by taking a quick glance at thetable of contents, chapter heading, para-graph headings.

(50

2. Scanning is like looking in the crowd fora particular friend or person or lookingrapidly for a specific fact as in the diction-ary, almanac, or index.

E. Using mechanical devices1. Flashmeters and tachistoscopes2. Individual pacers3. Films

The use of mechanical devices to increase rate ofreading is often accepted among teachers who con-duct reading improvement classes. From studiesmade to measure the worth of these mechanical de-vices, it is recognized that gains can be made inreading rate through their use. The tachistoscopeand films have been found to be less effective fordeveloping flexible rates than the individual pacer.The increase in rate through mechanical devices isquestioned since students frequently are motivatedthrough their interest in the device itself. Equalgains in rate can be realized through programs thatdo not use mechanical devices."

"The most effective way to increase rate," statesKarlin, "is to improve ability to understand units ofthoughts. The elimination of word-recognition,comprehension, interpretation, and study skillsweaknesses is bound to produce results that will bereflected in an increase in reading rate."1"

"Karlin, op. cit., p. 193.'° From Teachcrg Reading in High School by Robert Kan

tin, copyright 0 1961, by The Bobbs.rrill Company, Inc.,reprinted by permission of the publishers.

r/aLk: 4

A

141

4.` 711511 k

CHAPTER EIGHT

V

Teaching Reading in the ContentAreas

Common ResponsibilitiesContrary to popular belief that the responsibility

for ..eaching reading rests solely upon the specializedresting teacher, content area teachers have thegreater opportunity to develop functional readingskills at the secondary level. These skills are essen-tial to the student's further progress in study activi-ties which demand an increasingly higher level ofperformance.

The secondary student, being in content areaclasF,es for the greater part of his school day, hasmany opportunities and challenges to use a widevariety of reading skills. Within the content areasubjects, the student also has the setting to nurturehis individual interests which often promote readingskills development and wide reading.

Although the terms "reading teacher" and "con-tent area teacher" are not synonymous, the instruc-tional purposes of each are quite similar. While thespecialized reading teacher must help students de-velop the basic and functional skills necessary forreading in the secondary school, the conte;lt areateacher must help students refine and transfer basicleading skills to the subject field and develop spe-cific skins that are especially needed in each subject-matter area

Content area teachers are not expected to beremedial reading teachers. However, they are ex-pected to teach students who do not know how toread the specific subject-matter, how to read it. Ifstudents, for example, do not know how to recogni'ewords, understand the vocabulary, comprehend ..hebasic facts, remember details skim materials, andstudy within the various subject- matter areas, con-tent teachers must teach these and other neededskills as a part of the instructional program.'

The reading-study skills which all content areateachers must teach include:

1. Reading and studying the selected text-book (s) .

2. Recognizing and understandirg the technicalvocabulary.

3. Adjusting reading rate to the type and diffi-culty of the material and to the readingpurposes.

1. Locating written materiAl.5. Evaluating written material.6. Comprehending written material.7. Interpreting written material.8. Organizing written material.9. Summarizing written LiaLerial.

16. Remembering what is r, ad.11. Applying what is read,12. Reading widely in the field.'

Arville \VIceicr, /,'fitryd 1.1,r'4,-nrfon, Connecticut : Inc,. 19::)), p. 7,'(;iio for /4.4trorfi, l' r ling 4..n 17 i'l,;

S4.40..4 (I Nc\v 10)k: 1'lainvi.,--1)11page ;;(40,!s, 19142), p, 117.

(Sew

57

:00

To teach these skills requires a teacher's knowingthe students and their learning needs, knowing thedemands of the subject and the skills essential foracademic and personal growth, knowing effectiveteaching procedures and appropriate instructionalmaterials, and keeping informed of changes and new.dvances in knowledge and teaching techniques in

each content area

Specifically, each subject area teacher must:I, Know and appraise students' reading perform-

anceA. As individuals by checking

1. General level or reading ability (infor-mation from cumulative folders and stan-dardized tests)

2. Student's self-image as a reader3. Performance in the content field

a. Using an informal reading inventory,study skills inventories, interest ques-tionnaires, and various checklists

b. Exploring experiential background1. Through informal class discussions2. Through pretests and background

tests3. Through autobiographical writing

to describe spec i f i c experiencesrelevant to the course

c. Discovering student's attitude towardthe subject1. Through observation in class2. Through class discussions3. Through informal Intel iews4. Through written statements

B. As a group r y recognizingI. The range of individual differences in

reading ability2. The important differences in background

experiences

II. Understand and accept all areas of responsi-bility such asA. General responsibility for knowing reading

demands of subject placed on the student insuch areas as1. Specialized vocabulary2. Suitable reading-study me t h o d s (e.g.,

SQ3R)3. Flexibility of rate to purpose

B. General responsibility for helping the stu-dent to develop the fullJwing skills and abil-ities in depth to function in disciplines onincreasingly higher levels1. To compreliend2, o interpret

3. To select4. To e%aluatii5. To organize6. To summarize7. To remember8. To apply important information

C. Specific responsibility for progr4ss in suchspecific and basic reading skills as are re-quired in the particular content area.1. Reading to understand and i m p r o v e

vocabulary2. Reading to follow directions3. Reading for details4. Reading for main points or ideas5. Reading to select data bearing on a ques-

tion or problem6. Reading to determine relationships7. Reading to organize8. Reading to evaluate or criticize9. Reading to compare or contrast

10. Reading for implied meanings11. Reading to form sensory impressions12. Reading craps, graphs, charts, tables, etc.13. Adjusting reading rate to purpose14. Skimming and scanning15. Judging the relevancy and validity of

source materials16. Using oral reading where n e c e s s a r y

and/or useful

III, Understand helpful procedures for improvingvarious skills and abilities byA. Developing readiness for reading

1. Extend and e n r i c h experiential back-groundsa. Direct experienceb. Pictorial and auditory aidsc. Abstract cr symbolic representations

2. Make students "at home" with the text-book for the coursea. Introduce text at the beginning of the

courseb. Acquaint students with study aids

available in the textbook (glossary,index, chapter questions, introductoryparagraphs, summaries, etc.)

c. Guide use of study aidsd. Guide the reading of the first assign-

ment3. Make reading assignments purposeful

a. Identifying one's teaching purposesthrough such questions as:1, "What kinds of questions will be

answered by this material?"2, "Are these questions relevant to

my teaching purposes?'

58

61

3. "Are these questions likely to beimportant to my students and at-tainable by them?"

b. Leading students to set purposes forreading the assignments

c. Helping students to understand and touse text signals for purposeful reading

d. Clearing up difficulties which theteacher foresees as likely to arise

4. Differentiate assignments for the aboveaverage, average, and below averagereaders when only one textbook is avail-able

B. Stimulating wide reading and broadeninginterests in the content area1. Know the school's library resources for

the field2. Make suggestions for increasing library

resources3. Motivate students to do extensive reading4. Give practice in locating and using vari-

ous sources of infcrmation5. Provide students with the opportunity to

share the results of wide readingC. Making appropriate instructional materials

available1. Promote the continual addition of supple-

mentary instructional materials to theexisting supply

2. Provide textbooks of varying levels ofdifficulty

3. Increase the teacher's personal collectionof supplementary materials

4. Provide a suitable classroom library formore extensive reading in the curriculumfield

IV. Accept responsibilities for continuous growthas a teacher byA. Participating in in-service t raining pro-

grams to improve the teaching of readingin general and in the content area in par-ticular

B. Evaluating personal reading skills in teach-ing fields

C. Wok king to improve one's own reading skillsD. Increasing knowledge through readingE. Cultivating students' interest in the subjectF. Collecting related materialsG. Locating helpful community resourcesII. Belonging to professional organizations and

using the teaching aids available throughthem3

l!ic:th Carolina Education Association TEPS ReadingCourse Committee, The Teaching of High &boo, Reading(2nd ed.; C/lurnbia, South Carolina: South Carolina Educa-tion Association, 1965), pp. 1719.

59

Basic Teaching TechniquesThere are several basic t e a c h i n g techniques

which all content area teachers may find useful forimproving students' reading and study skills in thesubject-matter areas. These include:

1. Listirg difficult words, terms, idioms, or ex-pressions

2. Studying the list from the student's point ofview .

3. Establishing relationships bet w e e n newwords and known vocabulary

4. Teaching technicalities: concepts, diagrams5. Planning use of aids to lea.rning: maps, audio

visuals, related material;6. Comparing reading skills lists with material

to be taught7. Listing objectives for presentation8. Listing interpretative questions (how and

:city in addition to what, when and where)9. Planning a readiness period

10. Evaluating as well as summarizing the con-tent of the lesson

11. Adapting certain techniques such as SQ3R,introduced in Chapter Seven, to textbookstudy

12. Making effective assignments which tell stu-dents'a. What to do (content)b. Why to do it (motivation)c. How to do it (skills)

Since many study activi'.ies involve reading inevery content area, each teacher should becomefamiliar with the basic steps in teach:,ng the read-ing of a selection in any subject-matter material."While it is true that there is no one best way ofintroducing or teaching a selection, the followingsteps are often used:

1. Building Readiness for Readii g the Selec-tion. By the use of visual aids, discussions,illustrations provided by the teacher, andmany other introductory activities, back-grounds needed for accurately interpretingthe selection are developed.

2. introducing Unknwen Words or 117ords withSpecialized Meanings. The teacher antici-pates vocabulary difficulties which migl-Aconstitute a reading problem for some of thestudents who are to read the selection. Dur-ing the readiness activities and discussion,the teacher presents the words in sentenceson the chalkboard. He may use this step toteach some of the word-recognition tech-niques, pointing out word structure and deri-

Guide fr InAirriclion in Reading for the re rrieuPublic Schoole, op. ell., p 128.

vation. The sentences are studied and dis-cussed by the students prior to reading theselection.

3. Setting Purposes for Readi»g the Selection.During the introductory phases of teaching aselection, worthwhile purposes would beformulated by the teacher and students orat times, by the teacher alone. These purposesmay relate to the entire selection or to sec-tions within a longer selection. Sueh purposesare listed on the chalkboard so that they mayoe referred to by the students as the selec-tion is being read.

4. Suggesting Reading Adjustments. In rela-tionship to the purposes for which t. selectionis being read, the teacher suggests ways ofreading the selection. The rate at which thereading can be done to the best advantage,the study skills that would be employed, theattention to be paid to technical terms orfigures of speech, and the like, are explainedto the -students.

5. Reading the Selection. After the preparatorywork has been completed, the selection is readsilently by the students for the purposessought and with the reading adjustment sug-gested. The entire selection should be readbefore a discussion of it takes place. It shouldbe noted, however, that often it is necessaryto divide a longer story or other piece ofwriting into parts to be taught as selections.

6. Discussing the Selection. The follow-up dis-cussion of the selection should be an out-growth of the purposes for reading the selec-tion. The discussion should be informal, andthe teacher should not usually resort toquestion-and-answer methods, although moti-vating questions may sometimes be neces-sary. If any student indicates faulty compre-hension of the selection, the teacher shouldattempt to find out the cause of the confusionand use this as an instructional opportunity.At one time, the problem may be failure tounderstand implied rather than directlystated meaning; at another time, the diffi-culty might be one of faulty word recognition.

7. Providing Additional Reading to 1) e v clopSpecific Skills and Abilities. From time totime it is necessary to have a selection rereadin order to develop spc?ifir reading skills andabilities. Such purposes as separating a storyinto basic parts, noting topic sentences in se-lected paragraphs, locating figures of speechor semantic variations of word s, locatingstatements of facts and those of opinion, and

GO

reading appropriate p irts orally are ex-araplea of suitable purposes for rereading.The teacher may wish to develop specificlists of questions or other types of exercisesto aid in the development of reading skillsand abilities, but for the most part, readingproficiencies can best be developed in exer-cises directly related to the selections read.Extensive reading on the same topic is an-other excellent means of providing experi-ences which foster the growth of readingskills and abilities.

8, Making Use of the Ideas Gained from Read-iug Selection, Aft:r the selection and therelated re: ding has been done, the student:often make creative use of the ideas gained.Such use includes linguistic, artistic, dra-matic, or other modes of expressing theideas.,',

Reading in EnglishSkills Essential to Reading

In the English class the student approaches atype of reading he encounters nowhere else in hisschool curriculum. Yet literature will probably makeup most of his reading after he finishes the aca-demic phase of his life. The English teacher's mainpurposes are to help students understand amp ap-preciate works of literature and to express them-selves in both oral and ritten work. In order tounderstand and apprec;ute a work of literature, thestudent must certainly Le able to read that work.

Guy i,. Bond rind Kce,ri-, "Rending in:tructi.n in the Senio:.. 11471i Sci),-.01," 11, rindny,; ?9, Vravl..,o1, of the N114,n.7...1 S.,cipty fr r tl.eStudy of Educati,,n, Part L ".1 TI.e University ofChHigo rt..ss, 1910). pp. R.TrInt,d pelmissirmof t1,0 Secret:1r) Trua;.kir,. N: SO(Study of }:fuca0(n,

63

At this point the English teacher becomes a readingteacher. To help students understand and appreciateliterature, the teacher must strengthen their basicreading skills and add to them the more specializedskills necessary in the reading of literatui e.

The teacher must make students aware that thepurpose of literature is very different from that ofscience, history, or mathematics, Although not fact-ual, literature mirrors life, recreates experience, andinterprets universal truth in the human situation.The English teacher must show students literature'sappeal as it gives people life and emotion and is notset apart for the intellectual or the academicallytalented. Because literature does have a differentpurpose, the teacher must also help the student de-velop the specialized skills necessary to understandand appreciate what he reads. The student must beable to follow the writer's purpose and techniqueas he uses figurative language, compresses situa-tions, implies certain ideas, changes order of events,or heightens certain human traits. These techniquesare the means by which the author approaches thereader's imagination, involves him in his idea, moveshim to feel as the author feels, and opens up newworlds of thought and imagination:.

The effective reader in English lizust be able to:I. Understand words in context by

A. Building experience with new wordsthrough wide reading

B. Developing a consciousness of the relation-ship of particular v ords to the sense of aselection

C. Using context clues and dictionary helps inarriving at the meaning of a word

D. Realizing the importance of levels of usageana dialects in diction

II. Understand the meaning of a selection byA. Relating and organizing the ideas in the

whole selectionB. Grasping the main ideaC. Differentiating between main ideas and

supporting detailsD. Understanding implied meaningE. Establishing the author's purpose and

point of viewF. Analyzing sentence, paragraph, and com-

position structure for its effect uponmeaning

Ill. Read, understand, and appreciate dif fe r en ttypes of literature byA, Recognizing the purpose of each typeB. Knowing the characteristics of each type

"Nila flardcn smith, he a llrlrrr /rook l'1 (Englewood Cliffs, New Jersey: PrenticeH.1,11, 1051), p. 112.

C. Understanding the advantages and limita-tions of each type

IV. Relate a literary selection to his own experi-ence byA. Comparing events and characters with

real life situationsB. Developing insights into man's experi-

ences and ideals in many times and placesC. Grasping the universality or the truth of

the situation when applied to real lifeV. Adjust reading rate to the type of literature

and to the purposes for reading it byA. Knowing the demands of a particular type

of literaturefor exanple, that poetry ismore compressed and difficult to readthan a short story

B. Realizing the rate depends on purpose andtype of selection

VI. Read and appreciate fiction byA. Following the sequence of a narrativeB. Delineating the characters and their inter-

relationshipsC. Reading with imageryD. Interpreting figurative languageE. Evaluating the story and its presentation

as to the truth of its picture of human ex-perience

VII. Interpret literature byA. Comprehending figurative languageB. Understanding the central ideaC. Fitting the central idea to the larger mean-

ing which is often impliedVIII. Evaluate the characteristics of good writing

byA. Reading widely of good literatureB. Comparing good with poorly written

selectionsC. Setting up standards of good literature in

such areas as vocabulary, content. pur-pose, structure, and style

D. Stating his own conclusion in oral andwritten form

Some Specific Appeoaches for Teaching Reading iuEnglish Classes for:

I. Improving vocabulary by attention toA. Word flawing through

I. Building experiences with new wordsbefore silent reading

2. Developing interest and knowledge con-cerning word origins

3. Using context clues4. Studying multiple memiings5. Classifying wordsG. Using the dictionary7. Makir.g an inventory of characteristics

about the meaning of a word, includinguse in the sentence, meaning of its pre-fix, suffix, root, or compound parts

B. Word form through1. Using the dictionary pronunciation key,

diacriticai markings and symbols, ab-breviations, and accents

2. Studying structural elements3. Using a systematic a t t a c k on new

words, including recognizable prefix,root, suffix, compound p a r t, divisioninto syllables, known beginnings,known phonograms

II. Developing interpretation and comprehensionbyA. Placing emphasis on the thinking part of

reading through1. Setting up purposes for reading a se-

lection2. Building interest in the selection3. Developing concepts which may be new

to students4. Reviewing what students already know

about this particular material or situa-tion

5. Clarifying unusual words or key wordsnecessary for understanding and appre-ciation (use of pictures, shared experi-ences, discussion)

6. Offering opportunity for an exchangeof ideas and interpretations after read-ing a selection

B. Teaching directly special skills needed forunderstanding all types of literaturethrough1. Selecting appropriate meaning for a

word or phrase in context2. Following organization and identifying

antecedents and references to It3. Selecting the main idea4. Reading for significant details5. Drawing inferences and conclusions6. Finding cause and effect7. Recognizing literary devices8. Identifying tone and mood of the pas-

sage9. Understanding the author's point of

view, purpose, or intent10. Predicting outcomes which go beyond

the material11. Making comparisons and seeing rela-

tionships12. Evaluating the facts, the reasoning, or

the worth cf a selectionIII. Developing tastes and appreciation through

A. Opportunity by

62

1. Guiding book selection2. Making books easily accessible3. Allowing time for reading books of

their own choosing in class4. -Arranging for s tudent discussion of

books read5. Oral reading by teacher or students

B. Direct teaching by1. Explaining differences in quality of a

good and poor passage as to eontent,style, and vocabulary,

2. Helping students to find literary ex-amp/es of good quality

3. Finding deeper meaning in various pas-sages

IV. Developing flexibility of reading rate byA. Stressing comprehension as well as rateB. Showing how to read in thought units

rather than single wordsC. Eliminating lip movement, finger point-

ing, and vocalizationD. Showing the difference between regres-

sions and rereading for a purposeE. Teaching the habit of more complete atten-

tion to readingF. Using various materials and p u r po ses

showing flexibility of approach as:1. Skimming to review, to find a refer-

ence, to get the general idea of contents2. Rapid reading to get main idea or plot

of narrative3. Reading material of average difficulty

at normal rate4. Reading at a careful rate to get details,

to analyze, to understand material withunusual or technical vocabulary, or toappreciate poetry

V. Developing study skills byA. Administering a test to help students be-

come aware of their limitationsB. Showing students how to use time effi-

ciently by keeping a daily record of activi-ties then planning a more efficient sched-ule

C. Encouraging more adequate use of librarythrough exercises on the use of the cardcatalogue, indexes, Dewey Decimal System

D. Studying such general features as table ofcontents, index, glossary, preface, appen-dix, bibliography, different forms of type(boldface, italics), illustrations, maps ofcharts

E. Using the SQ3R study methodF. Discussing and practicing note-t a k in g,

out;ining, and summarizingG. Studying the. structure of paragraphs

VI. Using the steps in teaching a selection

i4

AcitliP.C711Fr

1

Reading in Social StudiesSkills Essential to Reading in Social Studies

Reading social studies materials is possibly themost difficult reading a student has to do. It re-quires the student to identify central issues in thefactual material used. Often there are no plots,heroes or heroines, and no real beginning and end.The material, being informative, requires readingcritically, thinking reflectively, drawing conclusions,and acquiring facts. To read social studies materialeffectively, the student has to be familiar with thespecial vocabulary and be able to adjust his readingrate to the kind of material and the purposl forwhich the material is being read. Moreover, the stu-dent must learn to recognize underlying assump-tions, evaluate evidence, and appraise authority.

Social studies students must learn to comprehendthe content in several types of reading materials.These include basic textbooks, newspapers, periodi-cal literature, reference materials, historical docu-ments, historical and contemporary novels, andbiographies.

The effective reader in social studies must beable to:

I. Understand and use the specialized vocabu-lary and deal with abstract ,erms inherent insocial studies byA. Acquiring vocabulary through context

clues, footnotec, glossa ties, the dictionary,

'South Carolina Education AF30ciation TEPS ReadingCour:A. Committee op. pp. 24 f'5.

63

and a systematic method of word recogni-tion

B. Having an interest in wordsC. Using critical thought processes to develop

a basic social studies vocabularyII. Use study aids in textbooks (index, appendix,

chapter introductio_.s and questions, summa-ries, etc.)

III. Read for a specific purpose and adjust read-ing rate to type and purpose of the content byA. Establishing clear purposes and deciding

upon appropriate reading rates, such asskimming, elabotative reading, 'snd rapidreading

B. Recognizing types of content and the rela-tive difficulty of the material

IV. Obtain information from graphic aids byA. Interpreting charts, graphs, tables, dia-

grams, and pictorial presentation includ-ing maps and globes

B. Correlating the use of graphic aids withreading the content

V. Develop an understanding of concepts peel-liar to social studies byA. Understanding illustrative materials ar,d

graphic aidsB. Understanding basic time and place co: -

ceptsC. Understanding chronological order and the

relationship between past and presentD. Understanding logical relationshipsE. Recognizing sequences of events, groups

of simultaneous events, and cause-effectrelationships

VI. Comprehend and interpret the material readbyA. Understanding and following directionsB. Organizing materials, locating specific

facts, and interpreting ideasC. Finding and classifying main ideas and

supporting detailsD. Summarizing materials readE. Understandiag the general significance of

materialsF. Making comparioons and contrastsG. Making inferences, drawing conclusions,

and formulating generalizationsH. Seeing relationshipsI. Relating ideas presented to previously

conceived ideasI. Interpreting the author's point of viewE. Detecting and analyzing propaganda

through1. Recognizing th(. author's intent2. Distingt.ishing fact from opinion3. Noting impliciOions and overt state-

ments4. Observing words and techniques used

to create a specific impressionL. Forming judgments through proving and

disproving statementsVII. Use the library to locate pertinent social stud-

ies materials byA. Knowing sources of social studies mate-

rialsB. Knowing how to locate and use sources to

find specific kinds of social studiesmaterials

VIII. Apply problem-solving and critical-thinkingskills to social issues

IX. Read extensively in social studies materials'Some Specific Approaches for Teaching Reading in

Social StudiesCertain basic steps should be followed in teach-

ing students to read social studies materials. Thesesaps provide a basic framework for teacher useand should be modified as necessary for lesson aims,materials used, and levels of students. Prior to read-ing a selection, some time should be spent in devel-oping readiness, arousing student interest, settingreading purposes, and developing a background forreading. Specific aims to develop concepts essentialto understanding the content should be included inthe lesson framework. Silent reading for specificpurposes and discussion to check comprehension andto clarify concepts and vocabulary should follow. Ifsilent or oral rereading is desired, this should beaccompanied by a new set of pm.poses, oreferablycentered around specific comprehension

Teaching both the content of social studies andthe reading skills through the unit approach is high-ly recommended.

To build vocabulary ir1 social studies, teachersa.,id students might discuss the meanings of newwords in context, explain how to use context clues toget meaning, and discuss etymology of importantgeographic and historical terms.

Another promising technique is to prepare a dic-tionary or word card file for each social studies sub-ject. A discussion of polysyllabic words, word rootsand affixes, and how each affects the meaning ofthe complete word is suggested. Charts listing tech-nical and specialized words for a specific unit ofstudy might be used. Using the new words in oraland written reports is another practical activity.

To develop concepts that arc peculiar to reading

'Oscar Haugh, ed., Tending treading in the 11 igh Schoolit La NA. rence, Kansas: University of Kansas Putlicati19(101, pp. 1011,

" David 1,. Shepherd, E f frcti,e krn,f ing in the tidal(l'Annstim, Illin is: l:ow, Pet,,rs:in and Ccmpany,

ts,r, ), pp, 10.12,

in the social, studies, students should be taught howto interpret maps, globes, charts, and other pictorialmaterials. Scales, latitude and longitude, and specialsymbols should be explained and charted for studyand reuse.

The concept of time and place can best be devel-oped by using "time lines" with years marked off atequal intervals and events recorded on the timeline." Understanding a sequence of events andgroups of simultaneous events can be developedthrough outlining, note-taking, and summarizing.

To develop basic comprehension skills, teach newvocabulary and disct.sn the meaning of new wordsthat appear in the assignment prior to silent read-ing. Have students find Lie main idea of a para-graph, a section, or an entire chapter and then sup-port this with details. Ask the class to compose ques-tions that they consider important about details ofthe selection. Write newspaper headlines that sum-marize a paragraph or section content. Discuss therelationship of one paragraph to another and of onechapter to another. Teach students how to take noteswhile reading, make outlines, and develop sentencessummaries.

To refivc and extend interpretation skills, moti-vate students to read for specific purposes, such asto verify an opinion or to compare points of view.Discuss the steps in problem solving.. Encouragestudents to give their own opinions and explain whythey reached their conclusions. Read excerpts fromactual historical documents, riniking use of critical,analytical thinking to answer questions. Use currentnews items to estimate truth or falsity. Hold debateson beliefs and supporting factual evidence to helpstudents learn to collect, evaluate, and relate specificfacts. Have the class express uninions on specificmaterials; then have them defilio their opinions byciting reasons and factual eviderio.. Teach studentsto read criticallyto look for facts ri ther than opin-ions, to consider author qualifications, and to testwhether the idea presented is consistent with knownfacts.

To help students learn to use the textbook moreeffectively, teach them to browse through the wholebook to become acquainted with it. Have them ex-amine and study the preface, foreword, table of con-tents, introductions to chapters and units, index,and glossary. Teach them the SQ3li method forreading a chapter.

To encourane sluilents to rend extensively insocial ,studio.i, provide independent reading timeperiodically in class assist them in selectingappropriate books. )icuss books of historical andcontemporary fiction and biography, periodicals,and historical lockinIcnts. Prepare bibliographiescovering a wilt range of reading interests, tastes,

and levelo and use these as a beginning approach torecreational and extensive reading. Finally, encour-age students to find supplementary materials (ar-ticles, books, and documents) which illustrate facts,ideas, and critical issues presented in class discus-sions.

SEC

Reading in MathematicsSkills Essential to Reading in Mathematics

Mathematics materials demand a student's bestreading performance. The various math coursescontain special symbols, formulas, a n d technicalvocabularies. Students must learn a new form ofsentence structure which combines symbcls andwords and, in many cases, uses only symbols to con-vey complete ideas."

The mathematics student must be a precise, ana-lytical reader. Content in this subject field calls forextreme concentration, selective thinking, and clearlogical reasoning. One must be able to read a prob-lem, understand t h e specific technical language,identify the question to be answered, see relation-ships, and distinguish relevant from irrelevantstatements. The student must not only be able toread graphs, formulas, equations, and tables, buthe must also be able to derive generalizations fromthese. Thus, reading in mathematics calls for highlyspecialized reading skills.31

To be a successful reader in mathematics, stu-dents must learn to follow steps in a process; inter-

'" William S. Gray, ed., Improving Reading in All CurrieuIron Areas (Chicago; University of Chicago Press, 1952), p.149.

"Shelley thralls, New Tre::da in Reading Instruction(Ilew York: Bureau of Publications, Teacl.ers College, Co-lumbia University, 19631, P. 33.

65

pet mathematics vocabulary; recognize numerousabbreviations; approximate meanings of w or d st h r o u g h a knowledge of prefixes, suffixes, androots; and recognize the continuity of ideas fromsimple mathematics through algebra, geometry, andhigher mathematics.

Students must learr. to r e ad basic textbooks,word problems, and mal.hematical reference mate-rials. These require slow, intensive reading designedfor following directions; obtaining, analyzing, andinterpreting facts; recognizing and comprehendingbasic mathematical processes and quantitative rela-tionships; drawing implications; and making appli-cations.

The effective reader of mathematics materialsmust:

I. Acquire basic vocabulary byA. Understanding technical terms (e.g., sine,

quadratic.), abbreviations, and symbolsB. Knowing roots and affixes to aid in uncle .,,-

standing mathematical termsC. Knowing alphabetical, operational, and re-

lationship symbolsD. Knowing literal numbers

II. Develop an understanding of concepts pecu-liar to mathematics byA. Learning number concepts, such as place

value, ratio, el ?.B. Learning algebraic concepts, such as for-

mulas, equations, etc.C. Learning !i,cometric concepts, such as posi-

tion, shape. size, nature of nypotheses, etc.P. Learning trigonontetric concepts, such as

functional relation,,hips between sides andangles, etc.

III. Read and interpret verbal problemsIV. Comprehend and interpret materials by

A. Following directionsB. Locating detailsG. Selecting major pointsD. Classifying pointsE. SummarizingF. Interpreting materials used for showing

functional relatioushipsrules, principles,formulas, tables, qharts, graphs, equations,axioms

G. Using computational tablesIf. Constructing and interpreting statistical

and functional graphsI. 111E..king basic geometric constructions and

scale drawingsJ. Using formulas and equationsK. Proofreading to verify and/or to locate

errors

"hi nglr, op. cif., pp. 23.24.

V. Develop and apply general reading -studyskills byA. Locating and using reference materialsB. Evaluating informationC. Organizing information through note-

taking, outlines and summariesD. Adjusting reading rate to the purpose and

nature of materialVI. Read extensively, recognize, and make use of

quantitative data in newspapers, magazines,and books"

Some Approaches for Teaching Reading inMathematics

Th,. following five-step approaeh is recommendedfor teaching reading in mathematics materials.

I. Build readiness by helping students under-stand the reason for solving problems andknow the general methods of approach infinding solutions. Make sue thLy have themathematical background essential to under-standing the problem.

2. To promote concept development, teach bothgeneral and mathematical vocabulary beforereading and help students un:lerstand theproblem and its trare-slation into mathematicallanguage.

3. Have students to read the problem silentlyto determine the fundamental oblem.

4. Discuss and reread to determine the methodand solution.

5. Finally, students should reread to determinewhether the solution is correct."

To promote the de- elopment of concepts peculiarto mathematics, provide a selected and organized setof ideas already meaningful to students. Encouragethem to talk about experiences to enable them toabstract common elements involved. Indicate thesymbol which is generally used to represent the con-c3pt. Finedly, have students apply their knowledgeto situations in which they have to use and seethe significance of the symbol and the idea itrepresents."

Wheeler, op. ell., pp. 7-8." Metropolitan Study Council, Five Steps to Reading Sun

seas in Science, Social Studies. and Mathematies (New York;Metropolitan School Study Council, 1954), p. 25.

"Gray, op. cit., p. 145.

To deuelop .nathematical rocabulary, providetime to study new terms. Contrast the mathematicalmeanings of words and terms with their meaningsin other terms. Study the relationships between newwords and their parts to known words, prefixes,suffixes, and roots. Stress the preciseness of mathe-matical vocabulary and show how this is applied inverbal problems and theorems. Secure and use amathematical dictionary. Have students keep per-sonal card files of new terms in mathematics. Havea committee of students make bulletin board dis-plays of new words, showing their origins, syno-nyms, antonyms, and the like. Instruct students tochange sentences or phrases into symbolic expres-sions, such as "three times a number" is "3n."

To help students read and interpret verbal prob-lems, stress slow, analytical reading. Teach cues inverbal problems (e. g., "of" may mean "multiply").Teach students that in solving problems, they mustdetermine what facts are q,iven, what they are try-ing to find out, what operations are to be used andin what order,

Have the students restate the problem in theirown words, using synonyms that they can under-stand. Teach the meanings of unfamiliar words andsymbols. Have the slags visualize the problem andtry to relate it to life experiences. Have them decideupon a possible formula or method and then esti-mate the probable result. Encourage students towrite the necessary steps for solving the problem,and then to break these steps into relatively simpleparts that can be worked. Before computing theproblem. have students place beside each step themathematical symbol or formul3 needed to solve it.

To promote with reading in mathematicalmaterials, encourage reading books and articles onastronomy, navigation, and the development ofgeorne y. Students might report on the mathemati-cal implications of the content of these materials.Stress the importance of mathematics by referringto the use of quantitative data in current magazinesand daily newspapers. Use mathematical puzzles,games, and ft'n books to stimulate interest inreading mathematics material. Make mathematicsperiodicals available and work with the schoollibrarian to secure appropriate and available booksto arrange mathematics book exhibits."

66

9

" Haugh, op. cif., pp. 24-29

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II

Reading in ScienceSkills Essential to Reading in Science

SL.ence materials, require slow, thoughtful, pre-cise analytical reading in detail. Literal understand-ings in science have to be clearly grasped in theceder of their importance and in their proper se-quence While observations and experimentationare considered basic to problem-solving, readingprovides one major source of information and datafor problem-solving.

Experiments in science must be carried onthrough a step-by-step process. Students must readdirections accurately, understand laws and princi-ples, and recognize ways to apply these laws andprinciples. Furthermore, students must be able tounderstand details of diagrams, formulas, andcharts and to establish relationships between thesegraphic aids and printed materiels. Science has itsown technical vocabulary which i ist be understoodin making observations, performing experiments,Sr. ming to solve problems. Science is an ac-ct. r iscipline, requiring exacting reading andthin, c ,kills."

Science students must learn to read materials inbasic textbooks, laboratory manuals, specializedbooks, pamphlets, abstracts, and literature andcatalogues from manufacturing companies,

Science requires the same basic reading skills asthe other content areas, but the specific purpose forwhich reading is done at a particular time demandsdetailed use of certain selected skills of reading. Forexample, problem-solving reading done in science isvery precise. In mathematics an approximateanswer may suffice sometimes, but in science it mayprove disastrous.

Rending in science requires a specific kind of

" Umans, op. cif., p. 38.

r eflec t i v e thinking, which might :near thedifference in success or failure in a student'sexperimentation,

The effective leader in science Irate C be able to:I, Understand and use the technical and special

vocabulary of scienceII. Use sources to locate: materials by

A. Using general library skillsB. Using parts of books; e. g., indexes, tables

of contents, glossaries, appendicesC. Using a variety of reading materials

III. Identify and understand problems byA. Understanding vocabularyB. Understanding literal content and general

significance of science materialsC. Understanding details, main ideas, and

generalizationsIV. Adjust reading speed to the type and diffi-

culty of the material and purpose of readingV. Comprehend written material by

A. Determining purpose for readingB. Understanding the author's point of view

and interpretation of controversial itemsC. Understanding specialized presentations

and graphic aids such as:1. Maps, pictures, graphs. diagrams, and

flow charts2. Technical symbols3. Scales, equations, and formulas4. Cross section and longitudinal models

D. Understanding technical and non - technicalterms

E. Determining ge n e r al significance ofsentences, paragraphs, sections, chapters,units, and entire books, including illustra-tions

F. Recognizing the importance of facts anddetails

G. Using structural and semantic analysis:roots, prefixes, and suffixes

VI. Evaluate materials intelligently I vA. Correlating textbook materials with daily

experiencesB. Understand ing the significance of

problemsC. Determining the competency of the sourceD. Estimating readability and determining

author's purposeE. Comparing and contrasting informationF. Differentiating be t wee n facts and

opinionsG. Noting the importance of the date of

publicationVII. Use problem-solving approach by

A. Deciding what is to be found out

67

70

B. Identifying known factsC. Planning the steps to arrive at a solution

VIII. Use the scientific method byA. Formulating hypothesesB. Collecting and evaluating evidenceC. Drawing conclusionsD. Testing conclusionsE. Solving problemsF. Doing critical and reflective thinking

IX. Apply concepts gained byA. Performing experimentsB. Improving scientific discussions, observa-

tions, and ability to solve problemsG. Rending scientific materiels extensivelyD. Applying scientific knowledge to everyday

livingX. Follow directions by

A. Recognizing a sequence of stepsB. Determining the relevance of this sequence

of steps to the purposeXI. Develop the habit of wide reading in scientific

materialsXII. Evaluate his progress in reading scientific

materials'"Some Approaches for Tecichi;ig Heading in Science

Techniques and devices for developing readingskills and habits needed in science listed below illus-trate the many approaches that science teachersmight use to advance skills and knowledge in thesubject.

To build a scientific .torabidary, newshould be written on the chalkboard, defined, andused in sentences. Students might toll what theythink the words mean from context. If meaningscan be derived from context, the teacher might pre-sent the word for pronunciation only.

Discussing terms, giving special attention to rootwords and shades of meaning related to the assign-ment; is another way to develop scientific vocabu-lary. Keeping notebooks or card files of new wordsfor use as quick references strengthens sciencevocabulary. Providing pictures, charts, diagrams.films, filmstrips, and field trips has also provenvaluable.

To develop an unde.Aancling of concepts 'nscience, the teacher might discuss meanings of newsymbols, write meanings of technical symbols insentence form, and through experimentation derivesymbols unfamiliar to students. Discuss the mean-ing of new formulas and equations that appear inthe reading assignment, and have students write themeaning of formulas and equations used in class insentence form. Emphasize general rules that affect

"31. Jerry Weiss, cri., Rending in the Secondelry &hoot(New York: The 0,1)-sefty Press, Inc., 1961), pr'. 250.252.

68

all equations and formulas.To derAop comprehrosion of srience readiuo,

use the SQ3R method. Discuss meaning of new sym-bols that appear in the reading assignment. Discussetymology of important terms. Compile a sciencedictionary by units. Use rev, words in class discus-sion and explain. and discuss them. Show studentshow to restate sentences in their own words, Writenewspaper headlines tl,at summarize a paragraphor section content. Ask specific questions that stu-dents can answer while reading, Secure class agree-ment or. the main ideas of a paragraph and thenof a longer selection and have students; presentevidence to support this idea. Have the clees deter-mine the topic sentence of a paragraph or sect' onand find supporting evidence. Have stude.it.s listdetails discovered in reading and rank them inimportance. Write a summary of informationgathered from various soitree.3. Outline a chapter onthe beard. Outline a hook with a single senten.esummary of each chapter, and use summaries asa unit or semester review, Write staterooms thatmay be concluded from experimeotal evidence a iddiscuss them with the class.

To improve directions havestudents number the core:ecutive steps when readingdirections. Then discuss the 'easons for the par-ticular sequence indicated; point cut the value ofreading the Wire set of directions first to obtain ageneral understanding of purpose and method. Inthe second, more deliberate reading, have the classdetermine how the steps in sequence, if followed,will achieve the purpose. Finally show throughdemonstration the valuc cf teleading directions ina process of completing n long series of instructions.

To impro,c interpretation of materials read,teach students to read and understand formulas, notjust to memorize them. Make guide sheets to be usedin reading which contain specific question.s andproblems to he solved. Teach the six steps of thescientific method: formulating hypotheses collect-ing and evaluating evidence, drawing conclusions,testing coned..s!ons, solving problems, and thinkingcritically.

To Gssist eraluating written materials., havestudents detetmine the relevancy of the material tothe topic being studied and judge the rdiability ofthe st..tements. To achieve the goals, develop a con-cept and have students relevant and irrelevantinformation concerning it. Have them list authori-ties in specific scientific areas and discuss support-ing e-iiiilence provided. With the class group, developcriteria to determine the validity of material, suchas author's background, position, experience andpossible prejudices, and publication dates. Find

differing views on the subject and discuss thes,.Develop a scientific hypothesis and have studentsfind information concerning it from competent andincompetent sources and distinguish between them."

s

"1111.711

Reading in Business EducationSkills Essential to Reading in Business Education

Business education teachers have very realisticopportunities to see that their students receive anadequ'Lte general education, which includes foremosttne abilities to read and to write.

In the laboratory setting, the business educationteacher mr.y make reading conic alive. Typewritingoffers unusual opportunities to help the student toread directions and to follow them. This course also

fers opportunities for ccoperative efforts withEnglish teachers as the student's need:: to spell andpunctuate correctly and to write compleie sentencesare paramount to success.

Since Lew jobs have been created by the elec-tronic computer, which was introduced commer-cially fourteen years ago, employment standards ofsenle existing jobs have been raised. The efrect ofthese changes is felt by business educi..taan teacherswho have had 11 ew dimensions added to their respon-sibilides. Students must now have a higher level ofreading skills, work habits, and self-discipline andba abie to think and give a critical evaluation oftheir work.

Additi-mat requirements will accompany newcourse offerings. Courses in data processing in highschools, for example, will place heavier demands onthe business education teacher :I teach the studentto use reading as one of his most valuable tools.

The effective reader in business education westbe able to:

I. Develop special competencies byA. Reading application forms, invoices, income

"Haugh. op. cit,, pp. 18.24.

69

V2

tax forms, legal papers, tables, charts,graphs, and similar materials

B. Reading for meaning from context, neces-sary when dealing with omissions intranscript;ons

II. Develop a speciali7.ed vocabulary byA. Reading to uaderstand technical concepts

and generalizationsB. Consulting dictionaries and special refer-

en-es for unfamiliar terms used by theteacher or employer

III. Develod comprehension skills byA. Phrase reading in longhand and shorthandB. Reading symbolsC. Reading and re-reading to note errorsD. Reading to follow dirt tionsE. Reading related materialF. Recognizing that shortha id is a languge

built on other languagsG. Applying what nas inen L.ead and learned to

life situationsat .school, in the home, andon the job20

Some Approo.02es for Te(Thing Rcading in BusinessEducation

I. Establish a positive attitude toward readingby stressing its importance in the subject..Use resource leople from the community toemphasize the importance of reading on theirjobs.

III. Use filmstrips that show importance of cor-rectness, directness, and visual appeal ofprinted mai ter.

IV. Arrange attractive, purposeful bulletinboards.

V. Encourage reading business periodicals.VI. Encourage students to work on various school

publications.VII. Provide graphic means to show students'

improvement.VIII. Invite students' suggestions for seIf-improve-

Ment.

Reading in Physical EducationSkittN E'.3sentiat to Reading fit Physical Education

In addition to increasing needs for physical fit-ness, innovations and trends in physical educationcontinually place greater responsibilities upon theteacher to use more activities that involve reading.Both the teacher and the student r.eed to read morewidely to keep informed of recent developments inhealth, sports, and recreational activities. Recentresearch on accidents and personal fitness activities,such as "jogging," provides pertinent information

TI.

'" Minneapolis 13o:1rd of Education, A Guide to tlie Teach-ing of Rending, Listening, Viewing, Grades 7.12 (Minneapolis,Minnesota: Minneapolis Public Schools, 159), p. 14.

as well as an abundance of reading material gearedto the interests of the high school student.

Reading will become more and more a part of"quality teaching" in physical education as in-creased emphasis is placed on lifetime sports. Thisinvolves more effective use of time and equipment,Rules and regulations of the sport may be read bythe student at home, freeing the student and his in-structor to practice the shills discussed in the man-ual or text.

Several basic skills are essential to successfulreading of physical education materials. Foremostare the skills of understanding a specialized voealm-lary and readin to follow directions. Students mustbe able to recognize sequences in directions and pro-cedures for physical activities. They rust knowhow to follow safety rules. Many charts, graphs,and tables which clarify narrativo, material mustbe cad in physical edocation. Above all studentsmust be able to recognize facts and interpret datain these materials.

The effective reader in physical education mastbe able to:

I. Develop a specialized vocabulary byA. Studying manuals and textbooks to learn

approuriate terms used in various activitiesB. Reading postess, brochures, and magazines

and understanding teminologyC. Viewing television, filmstrips, and other vis-

ual aids

Develop comprehension byA. Reading for main ideasB. Reading to acquire rules essential to per-

formance in skill and competitive activitiesC. Reading for information essential to proper

use and maintenance of equipmentD. Reading to develop critical thinkingE. Reading graphs, charts, tables, diagramsF. Reading to follow directions, safety rules,

etc.G. Reading to recognize sequences, such as

developmental approaches for motor skills,safety rules, first aid procedures, etc.

III. Develop permanent health habits and attitudesbyA. Reading to evaluate information or inter-

pret dataB. Reading to evaluate advertisingC. Rtading to evaluate propagandaD. Reading to recognize scientifically proven

up-to-date material

,south Carolina E,Tucation Association TEPS Beadingr,ourio Comm;ttce, 4j r. cif., p,

70

73

Some Approaches for Tcaching Reading in PhysicalEducation

I. Create an interest it, physical education byreading prepared statements of such famoussportsmen as Stan Musial.

IL. Prepare cartoons and other visual aids onsmoking, drugs, alcohol, and highway safety.

III. Survey sports preferred by the class and makereading materials on these sports available,

IV. Survey community resources for recreationalawl phys' 'al fitness activities. Use these re-sources in creating more interest in physicaleducation.Relate sealed visual aids to physical develop-ment activities.Ariange for demonstrations of desired skillsin tennis, golf, archery, trampoline, swim-ming, first aid, and the like. Relate these dem-onstrations to reading materials in each area.Show students how to read and use variousmanuals and textbooks for physical education,Secure and use such publications on physicaleducation and physical fitness as "Vim,""Vigor,' and 'Youth Physical Fitness" fromthe Superintendent of Documents, UnitedStates Government Printing Office, Washing-ton, D. C. 20402.

IX. Stimulate each student to develop a personalcompetency in a lifetime sport fcr personalsatisfaction by making available reading andviewing materials en the sport,

Reading in Home EconomicsSkills Essential to Reading in Home Economics

To be successful in home economics, studentsmust develop numerous reading skills and abilities,including a specialized vocabulary; an understand-ing of signs, symbols, and abbreviations; learning tofollow directions; and understanding measurements.In addition, the student must learn to do collateral

reading in art design, cultural background, psychol-ogy, and medicine.

Home economics students should develop theabilities to follow and interpret directions for reci-pes, patterns, and designs and to understand briefbut concise instructions on appliances. They mustbe able to judge advertising and consumers' researchreports and to read meters, itemized bills, charts,labels, guarantees, records, and budget. books. Theymust be able to determine relationships and followa sequence. Finally, home economics students mustacquire reading skills essential to reading govern-ment bulletins and homemaking magazines."Some Specific Approaches for Teaching Reading in

Home EconomicsTo help each student succeed in various projects,

specific activities to develop reading skills must beprovided. Students must learn how to skim a chap-ter on clothing or grooming to develop a re: ,inessfor learning. Basic terms relating to areas of .vig,as in home management, must be taught and relatedto daily experiences. Students must learn researchskills by using a variety of resource materials espe-cially geared to the home management process.

Some group activities helpful in developing read-ing include L

1. Teaching vocabulary and concepts by read-ing, discussing, and using visual aids, such asfilmstrips, pictures from an information file,and illustrations.

2. Reading and reporting on current materialsfrom periodicals to develop critical readingand research skills.

3. Selecting, organizing, and keeping up-to-datefiles of articles on homemaking and childcare.

Some helpful individm-.1 reading-study activitiesare:

1. Reading assigned material to obtain usefulinforn.ation for planning e personal diet fora given period of time, making a budget ofsy,ending money, and similar projects.

2. Jeeping an individual vocabulary list of use-ful terms.

3. Making posters on basic foods, proper dress,posture, etc.

. Reading and judging statements about ar-ticles while "window shopping."

5. Interpreting and following directions whileperforming an individual task in cooking,sewing, or other activities.

G. Stimulating interest in wide reading, thusbuilding a permanent interest in reading inthe field.

'Minneapolis Board of Education, op. cit., p. 15.

71

4

ti

Reading in a Foreign Language

Skills Essential o Reading in a Foreign LantnageSuccessful reading in a f or e i g n language is

closely related to reading in one's native language.Many of the same abilities are required, sonic at thesalient ones being comprehension, vocabulary devel-opment, mental imagery, and power of retention. Ina foreign language, the auditory skill is of utmostimportance, and visual acuity should be highly de-veloped.

The teacher of a foreign language has h.. oppor-tunity to add to the students' etymology of his lan-guage. The instructor may also show the modernday influence of a foreign language upon the stu-dents' lives. These influences may be shown intravel, food, music, clothing, entertainment, and thearts. In his ole of interpreting and teaching 1, newlanguage, the foreign language teacher becomes alinguist.

The effective reader in a foreign language mustbe able to:

I. Acquire a basic vocabulary byA. Recognizing words in the languageB. Pronouncing words in the languageC. Using the words in meaningful sentences

and phrasesD. Conversing in the languageE. Looking up unusual words in a foreign

language dictionary

II. Develop proficiency in using the language byA. Practicing reading common phrases, using

visual aids of all typesB. Drawing conclusions :n assigned passagesC. Writing critiques of foreign language

readingsD. Listening to tapesE. Writing original presentations in the lan-

guageF. Reading instead of memorizing

Some Approaches for Teaching Reading in a For-eign Language

I. Building foundation for vocabulary and com-prehension t h r o u g h a listening, speaking,reading, and writing sequence

II. Teaching the basic vocabulary of the mostcommon words in the language

M. Acquainting the students with background,plot, and significance of literary selections asa preliminary activity to reading

IV. Setting purposes for readingV. Introducing thought-provoking questions that

may lead to class discussionsVI. Using guide questions leading toward antici-

pated outcomesVII. Helping the student to appreciate reading

about another cultureVIII. Using television instruction23

I

Reading in MusicSkills Essential to Reading in Music

Many teachers of music have commented thatthere is a definite relationship between the prin-ciples and practices of teaching reading and ofteaching music. Just as in learning to read a lan-

°Snuth Carolina Education Association TEPS ReadingCourse Committee, op. cit., pp. 27.29.

72

guage, a student learning to read music uses wordrecognition skills and a knowledge of certain sym-bols. Many basic reading skills are applicable inteaching music. For example, in vocal music muchpractice and emphasis are placed on correct pronun-ciation of words and syllabication.

The development of reading ability is a continu-ous process in both language and music. When prob-lems in music or reading arise, teachers should tiseteaching procedures which fit the iseeds of the stu-dent at that time and provide enrichment as well.

The teacher has an opportunity to broaden stu-dents' lives by developing interests in t lid appreciation of music. Through the universal language ofmusic, a student Yarns emotions and feelings ofothers. He becomes aware of the significant partmusic has played in the past and of its place in to-day's ever-changing world.

The effective reader in wisic must to able to:I. Develop a specialized music vocabulary by

A. Using reliable dictionariesB. Making a class dictionary of musical

terms, e.g., fugue, opera, andanteC. Referring to cumulative vocabllary chartsD. Introducing signs and symbols when

neededE. Using flash cardsF. Using color f ul derivations of technical

signs and symbolsII. Develop pronunciation skills by

A. En-phaszing vowelsB. Ching special attention to blendsC. Using choral reading through

1. Pronunciation2. Interpi.etation3. Phrasing

II/. Build comprehension skills byA. Interpreting content of verses end stanzas

in songsB. Providing supplementary reading, such as

I. Biographies of composers a n d musi-cians

2. Stories and histories of operas3. Critical reviews

C. Playing musical gamesD. Dividing a selection into phrases or pat-

ternsE. Using filn s, slides and records

Some Approaches for Teaching Raiding in MusicI. Teaching the reading of symbols and notes

II. Teaching skill in syllabicationIII. Developing a cense of proper phrasingIV. Teaching the specialized vocabulary of music,

using charts, chalkboard, and bulletin board

V. Teaching scanning for key, time phrasing,and the like

VI. Teaching the reading of fingeritig, chartsVII. lle%eloping an appreciation for historical and

cultural settingsVIII. Teaching critical reading and thinking

IX. Helping students to evaluate and make judg-ments

X. Encouraging wide reading of biographies andother musical materials

2 1.74

vf

S 'oeN

p

Reading in ArtSkills Essential to Reading in Art

An enthusiastic. art teacher has an opportunityto make better readers of some students Nvhom noone else can reach. Students gravitate to art becauseof special interest or talent. Among these studentsare some who have not been successful in the aca-demic field. They have not been hitherto motivatedin developing reading skills because of lack of in-terest or success. The art teacher can capitalize oninterests of these and other students to developreading abilities. Shills practiced in this area, whereparticipants are so highly motivated, can bo trans-ferred readily to other subjects. The very nature ofthe following skills required to participate fully inthe broad area of art provides a most interesti-gteaching strateo for the teacher of art.

The effective reader in art must be able to:Read a specialized vocabularyRead measurements and abbreviationsRead and follow directionsRead for detailUnderstand literal and figuraJve meanings, pic-

tures, paintings, architecture and sculptureRead resource materials for information about

the history and development of artculturalbackground

7g

Understand written materials that help buildappreciations of art

Read theory and techniques for retentionRead for oral sharing and presentLtionRead critically of today's art and that of the pastRead critically to develop insight of character

as fevealed by artRead creatively fc: interpretation of moods, mo-

tions, and spiritual expression

Some Approaches for Teaching Reading in ArtThe initial approach and the one with the most

far-reaching effects is that of maintaining a collec-tion of interesting, colorful at book., within theclassroom. These books should include a wide rangeof reading levels from grade school to college dif-ficulty.

The instructor who know the students' readinglevels can guide readers to books most satisfying tothem. Directing a student to the right book at theright time can make this :las:Toon' lilTary a placeof success for some students who hove 'led inmany other reading experiences. It can piu,:de enrichment for all students regardless of their readinglevels.

Group discussion of pictures and paintings fos-ters oral language development which affects read-ing skills.

Humall figure drawing aids in understandingvocabulary used with the anatorny of the body. Thisis a rich activity to promote tralsfer of learningbetween the art and physical education and scienceclasses.

Studies of various periods in architecture andsculpture aid in strengthening the concepts neces-sary in the study of history and other social studies.

Foreign language vocabulary can be understoodhy certain pieces of art, e.g., "Pieta."

The meaning of certain words used in the con-text of art can be explored further in a differentcontext of other reading materials, e.g., "analogouscolors."

The study of art vocabulary in relation fo de-scriptive abstract terms dealing with emotions canhelp the student better understand and identifythese. Teachers might have students pick out pic-tures from magazines that help describe and relateto such words as melancholy ...la elation.

New insights into word meanings can come withthe study of words titling some pieces of art, e.g.,

The Angelus."Word recognition and vocabulary strength can

be gained with more emphasis and understandinggiven by the teacher to the words used in labeling afine arts showing.

I 5:1001 -o_

Reading in Industrial ArtsSkills Essential to Reading in Industirq Arts

Contrary to the beliefs held by some, vocationalcourses are not a "catch all" for student havinglittle or no ability in reading. Reading is one of themost basic tools used in this area of the curriculumto get basic information, follow directions, interpretcharts add diagrams, read blueprints, make accaraltcomputations, and perform other duties necessaryto various jobs.

Most industrial arts teachers use textbooks Ptrade publications in their courses. Therefore, theseteachers must help students use the text materialsmore effectively by calling attention to the impor-tance of the organization of the textbook, the glos-sary of specialized terms, and the illustrations.Students must be taught how to real a chapter andhow to adjust reading speed to specific purposes.Other important skills to be taught are those of fol-lowing directions and understanding sequentialorder,

Au effective reader in industrial arts must beable to:

I. Acquire 1:n understanding of the vocabularyof the subjectA, Names of tools, equipment, and materialsB. Brand namesC. Common abbreviations usedD. Technical and special termsE. Understanding of symbols used for feet,

inches, degrees, and the likeII. Follow written directions for shop procedures

A. Asse'nbling materialsB. Organizing the work areaC. Proceeding by .steps or units in sequence

D. Checking proce.cs, and product periodicallyE. Making final assemblyF. Finishing the product

III. Read illustrations and diagramsA. Visualizing the completed productB. Identifying partsC. Recognizing symbolsD. Applying the legend or scaleE. interpreting the illustration or diagram

correctlyIV. Read the catalogs, journals, and advertise-

ments pertaining to the industrial artsA, Index and table of contentsB. Quantity - quality cluesC. Approval and/or ratings by appropriate

agencies or usersD. Discount or wholesale symbolsE. Critical analysis of description of specifi-

cations and pricesF. Order forms

V. Develop skill in reading other special mate-rialsA. Color chartsB. Design (balance, size, weight)C. Markings oil dials or scales on equipmentD. Warranties and instructions for use and

an:: of equipmentE. Service procedures and parts listsF. Details on illustrations or diagramsG. Maintenance and lubrication charts

VI. Read extensively in the fieldA. Lade publications and professional maga-

zines such as School ShopsB. Information about careersC. Avocational possibilitiesD. Reference reading, e.g., publications by

hardwood associationsVII. Eevelop differentiated reading speeds

A. Skimming and scanningB. Reading for detailsC. Reading for general significance

VII/. Make accurate self-evalnations of progress inreadingA. Realizing the importance of self-evalua-

tionB. Using a self-evaluation checklist period-

ically 21

Some Specific Approaches for Teaching Reading inindustrial Arts

I. Developing vocabularyA, Requiring the student to identify all tools

and equipment, specifically avoiding"that what ya' may call it or "thing-a-rna-jig" used in definitions

7/

"nii., pp. 3233.

B. Using filmstrips and sound films providedby equipment manufacturers and othersources

C. Teaching significant words used in text-books, references, and charts

D. Directing students to keep a card file ofterms for memorization

E. Requiring students to identify all woodgrades by their names: FAS, common, se-lect, construction, and the like

II. Giving practice in following written direc-tionsA. After working drawings are made, requir-

ing step-by-step plans and a materials listalong with tools to accomplish the task

B. Having students draw plans, exchange theplans, and check for clarity

C. Testing comprehension by requiring thestudent to 'explain his step-by-step plan tothe instructor

D. Having students assemble and disassemblesimple machinery according to the manu-facturer's assembly directions or charts

E. Drawing up plans lacking one or moresteps and having students identify andsupply omitted steps

F. Playing games that require accurate fol-lowing of written dilutions

G. Requiring students to read and to explaindirections furnished with machinery be-

76

78

fore attempting to use itII. Giving bath written and manipulative

safety tests before students begin work cna machine

III Providing opportunities in reading illustra-tionsA. Using direct teaching of illustrations in

draftingB. Having students draw working plans from

pictures in catalogs, magazines, or actualobjecl:s

C. Showing students how to expand scaledrawings to actual size and the reverse

IN'. Encouraging the reading of catalogs, jour-nals, and advertisements pertaining to the in-dustrial artsA. Providing a readily accessible shop library13. Having students locate advertisements of

needed materialsC. Writing descriptions of articles advertisedD. Comparing prices and specificationsE. Having students find in a cat4.og at least

two of each article needed for each jo) andcomparing them as to specifications, avail-ability, and price

F. helping students make up orders fromcatalogs for the hardware needed for ajob

p. 33,

7' 7-.7ez

V0:'? 4

CHAPTER NINE

I

""...41%M.1.17011111M1 I PIM.

Developing the Reading Interestsand Habits of Secondary Studentsstua;:s to determine reading interest;. of stu-

dents have discovered few fresh facts since the peakresearch period during the lf120's and the itl30's.Yet constantly both parents and teachers still askhow they can interest students in reading in generaland in reading 'certain books in particular) Thoughnot new, certain facts continue to be important tothose concerned with promoting student inter,,sts iireading.

Reading interests vary somewhat according tomaterials available, ographical and meth-ods of teaching; however, certain trun Is seem to beprevalent generally. Most students usually preferfiction to non-fiction. Both boys and pills like com-ics, action, a.lventure, suspense, animal stories, mys-tery, humor, biography, and stories about otherteenagers.' Student progressing from junior highto senior high become more irterested in specializedsubjects and non-fiction.'

'George P Spar! e. Tolr,trrf Bcticc Real;n2 (Chr.npain,Flinnis: Garrard l'udir,hing Company, 190'.1), p,

`Ruth Strang, Constancc M. :t1cCullnugi', and Arthur E.Ttakicr, Tfor Imprt.,.(yrc,t of Rradinq Prol, c.,1 Nev York;McGraw411t1 li,y)lc Company, Inc., 11501), p. 4112.

Factors That Influence Reading InterestsMost studies point to certain factors which influ-

ence reading interests. Maay stress the importanceof age. Reading interesiii of young children are verydifferent from those of older students. Young chil-dren prefer stories about animals, ether children,and iimigini.tive characters. Usually at ';.bout agenine intetest in more realistic reading mutter de-velops.' The differences in the reading interests ofboys and girls become :ncreasingly marked after thePrimary grades. Girls may is-,a,1 booi:s boys like, butseldom do boys rend books preferred by girls. Thedifferences in reading tastes of each sex duringteen-age years are very obvious. Adventure, sciencefiction, aviation, and animal stories are preferred byboys; while romances, poetry, stories of home andfamily life, and more adult literature are chosen bygirls. These differences; in reading interests lessenuntil they mirror 'he persomility and taste of theindividual more tl. i '.he factor of sex,'

Though not as important a factor as age andsex, intelligence does have a part in influencingreading interests, especially among older youthwhe.-e increased intelligence brings about a breadthand depth of reading. Studies show that bright, av-erage, and dull students express very ;similar toste.preferences in reading materials,'

sr.nr"-e, 1.'aid., pp. 166,07."ILid., p. 168.

Range of Interests

Interests are selective determinants of behavior.They indicate the direction and the importance asso-elated with activities in the individual's world. In-terests are also valuable indicators of developmentalmaturity. In a given cultural environment, interestpatterns undergo characteristic changes at differentstages of developmeat.7 The range of the adoles-cents' interests is detennined by intrinsic and ex-trinsic factors in their lives. These may be referredto as intelligence, general maturity; home I, .dc-

ground, previous experiences, and general and voca-tional interests.

The range of reading interests for studentsabove avetage in intelligence, reading skills, andsocial status differs from that of students belowaverage in some respects. For example, gifted andmiddle class stuuents prefer magazines and booksmore sophisticated in reading content, while slowerand lower middle class students prefer the morepictorial and sports-oriented books and magazines.The interest range of the latter groups is frequentlymore removed from literary interests than the for-mer. Reluctant readers often show little or no inter-est in the printed page but get keen enjoyment fromautomobiles, mass media, spectator sports, part-timework, and club activities.9

Adoleecenis' range of reading interests is also aproduct of sex similat ities and ditfere ices. Bothboys and girls read extensively comic books, fiction,biography, and patriotic stories, and enjoy the news-paper most for its comics, sports, and display adver-tisements. Each sex, however, prefers biographiesof people of his own sex. The scope of themes pop-ular in the various mass media (television, radio,magazines, etc.) for boys and girls include adven-ture, humor, an love; but boys' greatest interest isin adventure; girls', in romance and adventure.Poetry and stories of family and fiction find a wideraudience among girls; non-fiction, a wider audienceamong boys.9

Age, school achievement, and vocational interestsfarther affect the breadth of reading interests. Girlsthirteen or older relate to stories about dating, ro-mance, and family relationships. At age thirteen,students' voluntary reading seems to reach its peak,

' Daniel P. Ausubel, Theory and Probtems of Adoteeee -tDerelopment (Ne York: Grune and Stratton, 1962), pp. 292293.

'Strang, et at, op. cit., p. 399Lawrence Carrillo, Unit Szren; Reading interests anti

Motivational Reading, Readinr: Institute Extension Service(Chicago: Science Resesrch Associates, Inc, April 15, 1968),

PP. 6.1-

77

elf

decreasing rapidly from the seventh to the twelfthgrade due to heavy homework assignments, chang-ing personal interests, part-time work, and extra-curricular activities," Students in the high schoolyears show an increasing interest in specialized sub-jects and nonfiction, thus reducing a wide range ofinterests in types of materials for recreational read-ing. Finally, avocational and vocational interests arestrong determinants of types and amounts of read-ing which adolescents generally do.

Home, community, and school experiences helpestablish the range of teen-age reading to a degree.Parental concern for and knowledge of their chil-dren's needs determine the extent of the readingenvironment provided in the home. A similar con-cern results in a commuaity'e, action in helping toprovide reading materials for its citizens.

Of utmost importance is the influence of theschool in developing and expanding the adolescent'sreading interest range. The teacher is the force whocan direct students' variety, quality, and quantity ofreading. The teacher may foster positive or negativeattitudes for reading.

Reading is undoubtedly one way to foster changeand development in interest patterns. The secondaryschool curriculum should be designed to give thestudent the opportunity to reed widely to extend hisinterests from a broad foundation. Such a founda-tion is needed to insure satisfactory adjustment inan adult world.

Discovering Reading Interests

Activities to determine interests show that bothindirect and direct approaches can be useful. Spe-cific and direct approaches which involve studentsin giving subjective information through inter-views, statements, written answers to specific ques-tions, and the like, about their interests in variousbooks read may be more reliable and helpfulS1

Among the widely used instruments to ascertainreading interests are check''- +s, questionnaires, andopinionn'ires developed by ehers. These instru-ments should question a student's leisure time per-suits, his job interests, the books and magazines hegenerally prefers, his travel interests and experiences, and his educational goals. Checklists of booktitles may lot designed to measure a student's rangeof interests and to ascertain the literary types whichhe generally prefers to read. Checklists of classifiedinterests may also aid in ascertaining individualinterests in reading.

"Itid."Spache, op. cit., p. 170.

Cumulative lists of books read by students p2o-vide another useful way of ascertaining interests.1)ia.ries of voluntary reading kept over a long periodof time often help to identify interests and measurepersonal development in and through reading. In-formal interviews and conversations with studentsalso help in identifying types and levels of interests.

Library circulation records may be a very usefuland objective means of ascertaining interests.1' Onecannot assume, however, that just because r, bookhas been checked out, it has been read in its entiretyor even partially.

Promoting Interest in Heading

Since many young people today come fromhomes without reading habits, A wide variety ofinteresting reading material, or an importanceplaced on reading, one of the first steps in influ-encing these young people to read is demonstratingthe values of developiny 'he reading habit. Studentsmust understand how r?,.ding helps them to developboth personally and academically. Therefore, schoolsmust provide a planned program to stimulate inter-est in wide reading and to broaden the range ofinterests el all students. All curricular areas andreading programs must develop, at least to a mini-mum degree, the habit of voluntary reading. Stu-dents will often read if the material is interestingto them and is provided for them at their readinglevels. Some students will need special motivation,how ever, rid all will profit from guidance in theirreading.

The most influential factor in promoting readinginterests and developing the reading habit is theteacher. His enth. siasm for reading ,widely, forfinding delight in new insights and new interpreta-tion, and for sharing reading experiences with hisstudents is contagious. He can introduce his Eta-

...ts to these pleasures through methods of teach-,hich stimulate students to turn to books for

Ht, tons experiences, to search for answers toperplexing questions in books, to evaluate sourcesof information, and to develop critical thinkingthrough interaction the classroom. Subject mat-ter of today is a basis for future knowledge, but farmore important than a body of facts is a zest forfinding desired information and the abillty to carryout a self-directed search for this inforn-ation.

The realization that reading has '..aspired one'sactions or thoughts, given conviction to an outlookon some current problem, or sharpened one's per-ceptions -Li making value judgments is a vital step

"Strang, et af., op. cit., pp. 403-10.3.

78

31

in the formation of permanent reading interests andhabits of secondary students."

"Studies of reading habits of eleventh andtwelfth graders during those years and later inadult life have indicated that permanent readinghabits are established during the final years of highschool."1a

Factors which influence students against form-ing lifelong reading habits are a lack of happyreading experiences in the primary and uppergrades, exclusive use of textbooks, little motivationthrough examples set by teachers, reading of classicliterature for analytical exercises, and failure to usecontemporary media to popularize books.'

The factors which influence reading can actnegatively or positively. When a student is rewardedfor reading a book by the feeling of success andpleasure, he may then want to read another book.Since students in an average high school class havevaried reading interests, some will read adult books.Others will prefer easier books written for highschool students, various newspapers, and even comicbooks; and there will be a few students who prefernot to read anything."

Effectively stimulating a broad range of readinginterests must be the product of continued joint ef-fort by reading teachers, subject area teachers, andlibrarians. Ideas or topics which relate to books forteen-agers may be visually depicted in classroom andlibrary bulletin boards, Realia, displays, and brows-ing areas within the classroom and library mayarouse students' interests and acquaint them withdifferent topics and materials for reading.

Today's exposure to mass media can be anotherinvaluable aid for broadening interests and stimu-lating the reading habit. Reading to compare thebook format. with the televised presentation, to se-cure additional information on topics introducedthrough the media, and to follow-up a visualizedsituation may be the direct result of intensifiedmotivation. IVhen such reading can be related tosimilar emotions lr events in students' lives, theexperience has increased depth of meaning.

The availability. and accessibility of materialsare another influential means of promoting interest.A wide range of materials must be avaih.ble in allclassrooms as well as in the more formal collectionin the library or materipis center. These materials----

"Robert Karlin, Tcerlding Pend7r7g Big?? School (Inliannpolis, Indiana: Botbs.Merrill, 191;11, p. 210.

Dianne Coggins, "Selection and 1..,e of Lihrary Mate.rink in the Recreational Heading l'1.,gralr," Fostcririg Rend.iNg Iritercst, ond TurP(s 1Colurolda. South Carolina: Schoolof Education, UniNersity or South Carolina, 196:31, p. 54.

,spaci,e, .p. cif., I). 1GS."Karlin, v. cit., pp. 203-200,

should be attractive, on varying levels, and relatedto many facets of the subject matter studied in theclassrooms. Reading materials in the classroomsmay be obtained from the instructional materialscenter and should be changed periodically. Access toa good collection of paperback books, both for bor-rowing and purchasing, encourages the young read-er who seems to find a special appeal in the size andflexibility of such books. Prices of paperbacks makeit possible for young people to build personal col-lections of books.

Expanded hours of library service, coupled witha friendly and inviting atmosphere, can do much tobuild reading interests and to develop the readinghabit. The library staff attuned to the interests "fthe student body can provide interesting annotatedbibliographies concerning special interests. Displaysof books and materials, in connection with suchbibliographies, often provide motivation for stu-dents difficult to interest in reading.

The newspaper may also be helpful in developingreading interests and habits of secondary students.With proper use, the newspaper may become quitea versatile media of learning in the school. This"ever-changing textbook" is one of the best means oflessening the gap between the texts of today andtomorrow. Furthermore, the newspaper is an up-to-date record of many events which are of interest tomaturing young people.

The newspaper may he used as an activationaltool in the study of local and state government andpolitics, as a guide in career planning, as a class-room source material in social studies, and as anexcellent tool for teaching basic reading skills incorrective and remedial reading classes. In suchreading classes, the newspaper can be a most prac-tical material for teaching skills and at the sametime help the student acquire the lifelong habit ofnewspaper reading.

A "hit parade of books" popular with studentsis still another way of enticing readers. Signed bookreviews by fellow students also attract classmates.Sharing in the preparation of displays related tobooks creates the desire to read. Group projects inmaking world or regional maps which identifyliterary settings or locales of authors of popularliterary selections for youth tend to arouse andbroaden interests.

The organization of discussion groups appeals tomany young people. The Junior Great Books Pro-gram for able readers has proven most effective inextending student interests and encouraging thedevelopment of the lifetime reading habit. For thosewho prefer less classical and challenging material,debating teams or teen-age reading clubs serve the

eCTP-.1I

purpose of deepening personal pleasure in readingand stretching mental muscles,

Providing a time for students to share indi-vidually and collectively books that they have readand enjoyed is another way to stimuate a wiee rangeof interests in reading. Formal, stereotyped bookreports should be replaced with creative book shar-ing experiences in which students explain theirreactions to reading a particular book. Students canshare books in most unique ways when they areencouraged to do so. (See Appendix E.)

Reading aloud to secondary students may alsostimulate interest in reading poems, fiction, drama,biography, and other literary types. Hearing scenesfilled with action and description read aloud from awork, such as a Shakespearean play, is often anenticing way to motivate reading.

Keeping individual reading records of booksread may encourage reading on many topics, therebybroadening interests. Reading record forms, such as"My Reading Design," are available from ReadingCircle, Inc., North Manchester, Indiana.

Class time for free reading, scheduled periodi-cally as an integral part of the learning experiencesin reading or subject area classes, may contributesignificantly to building reading interests andhabits. Recreational reading should be a plannedclassroom activity, not one that is given as is home-work assignment, slipped in when all other work iscompleted.

Teaching students the following techniques ofselecting appropriate books may broaden interestsand stimulate reading.

I. Have students select a paragraph at the be-ginning, in the middle, and at the end of thebook; then have them read these paragraphsto themselves or to the teacher.

2. Have students count the number of wordsthat they could not attack or understand.

3. Have students count the number of sentenceswhich they could not understand fully.

4. Then have the students decide whether or riotthe book they chose is too difficult for then,to read and uaerstand with enjoyment.they had difficulty with three or four wordsin a paragraph, suggest choosing anotherbook. If they knew all the words but did ILAunderstand the content, suggest choosing an-other book.

Finally, teachers and librarians might explo.ewith students materials which deal with problemsthat students have. With guidance, students can I-1encouraged to read books and other materials todiscover how a fictional or real character hanc;led asituation or crisis similar to theirs.

79

82

14,

CHAPTER TEN

Selecting and Using InstructionalMaterials

This charter offers assistance to teachers, super-visors, and administrators who are seeking help inselecting suitable instructional materials to meet thevaried reading, needs of students in the secondaryschool reading program. Over the past ten years,instructional materials for secondary leading pro-grams have improved considerably. This improve-ment is 4fie result of the following changing conceptsof reading.

1. The need for reading instruction for ;ill sec-ondary students from the ru.st handicappedreadeis and lowes., achievers to the mostcapable students is more (heady understoodby cthicator..

80

8,3

2. The need for appropriate materials to providemeaningful praetike activities for the devel-opment and enrichment of 111'1C :11)11 flIne-tionnl reading skills at all ](..V1' h., is recognized

teachers, supervisors, and :ehninistrators.3. The critical need for high-interest and low-

vocabulary materials for handicapped, reluc-tant, acid culturally disadvantaged studentsin the secondary school has been recognizedby reading authorities anal textbook

As the reading program evolvks and is modifiedin scope and design, alterations and adjustments ininstructional materials lutist necessarily be made.Teachers. supervisors, and iulininistratois should be

(;1-11T', - ,1,1,.:,ng ..f It. i d 'ivti ,11 of tl 1+,

//,;//, .I i 1..1 .1..11 wo

rm.7).

constantly alert to the many new instructional ma-terials that are being published for secondary read-ing programs. These materials should be carefullyexamined, evaluated, and even tested in pilot groupsand classronis before purchases are made for aschool or school district.

Program DesignThe first step in obtaining materials for a sec

ondary reading program is to determine thr: twomost basic of all factors involved: what studerwhat purposes? An analysis of the needs of the stu-dents and the knowledge and willingness of theinstructional staff will determine whether a com-prehensive, all-school program or a compromisereading program will be best suited. (See ChapterOne for a description of these programs.)

After determining the type of reading programto be organized, another imnortant step to be takenis selecting instructional materials, supplies, andequipment most suitable for implementing the pro-gram. For developing an effective program at thesecondary level, materials related to the instruc-tional purposes and students' needs must be selected ;success is unobta _able otherwise.

Personnel InvolvementRegardless of the scope of the reading program

in a school, there are certain persons who must beinvolved in the selection of materials. The teacherwho will work with the materials comes first; hemust study the materials carefully and even experi-ment with many of them. The teacher must relyupon the guidance and support of administrators,the reading supervisor (if there is one), the directorof curriculum for the school system, and the librar-ian in his own school for help in selecting mate-rials. The administrator's support in beginning theprogram is twofold: authoritative support in bothplanning hnd implementation and financial supportin providing materials and space. The reading super-visor, the curriculum director, and the librarianmust serve as resource personnel to teachers whoare selecting materials. They should have extensiveknowledge about materials and maintain listings ofavailable materials, with annotations describing thetype and use of the material, the reading level, theinterest level, and the skills included. Increasing em-phasis must be given to the role of the librarian inkeeping up-to-date selection aids and professionalbooks that provkle information on materials fo:.teaching basi and functional reading skills in bothreading and content area classes. (See Appendix IL)

Placement AnalystsThe flood of secondary reading materials on the

market today ranges in quality from excellent to

objectionable. Detailed and careful evaluation ofthese materials is extremely important and requiresthe pooled skills of all related persons. In selectingmaterials for the reading program, care should betaken to omit duplication. Any material presentlyin use in other instructional areas should be omittedfrom those materials selected for use in a specialreading class. It should be noted, however, that someof the same materials used at grade levels in theupper elementary or junior high school are oftenproperly selected for use in corrective and remedialsenior high school reading classes. Care should betaken to avoid repetition from grade to grade, classto class, and subject to sulrject. Also, the interestand reading levels of these materials must fit theinterest and reading levels of the students. Thereis enough appropriate material available to enableselection of materials that have not been previouslyused. Indeed, secondary teachers, supervisors, andadministrators must become placement analysts inselecting and placing "the right material for theright student at the right time."

Difficulty LevelsSince the range of reading abilities is very wide

in most secondary classes, it is important to deter-mine the difficulty of materials to be used. To de-velop basic skills and maintain reading interests, thereadability of a book and the reading abilities ofthe student must correlate or his interest and prog-ress will lag. Knowing the readability of materialsis essential tc selecting materials to be used at theinstructional reading level for basic skills develop-ment which is guided by the teacher. Likewise, it isessential to know the readability of a book in orderto recommend materials for recreational and plea-sure reading and for follow-up skills activities at theindependent reading level.

There are several ways of determining the levelsof difficulty of materials. Probably the most com-monly used are the evaluations of the publishers andannotations in standard selection aids. However, itmust be noted that all books evaluated at a particu-lar level of difficulty are not equally easy to read.In this instance, the opinion of teachers who haveused various texts is invaluable. Formulas are alzamost valuable in determining the readability ofmaterials. Some cc "ie readability formulas usefulat the secondary level are the Date -Chill Formula,the Flesch Formula, the Fry Graph of Readability,the Gunning Readability Formula, the Lc ge For-mula, and the Reading-Ease Calculator. Some thefactors which are included in deter mining the read-ability of a book are the following :2

' Florida St, Department of Education, A Guide . .Reading in Flo Secondary Sel,00ls (Tallahassee, Florida:State Department of Education, 1966), p. 142.

81

84

1. Frequency of repetition of words2. Difficulty of words3. Percentage of different words4. Multi-syllabic words5. Average sentence length6. Density of ideas7. Reader's familiarity with material8. Interest appealOne quick formula useful in estimating read-

ability is the Gunning Formula which follows.Sources of other formulas mentioned are found inAppendix K.

Gunning Readability Formulas1. Select a sample of 100 words.2. Find the average sentence length.3. Count the number of words of three syllables

or over. (Do not count proper nouns, easycompound words like "book-keeper," or verbforms in which the third syllable is merelythe ending, as, for example, "directed.")

4. Add average sentence length to the numberof "hard words."

5. Multiply the sum by .4 (four tenths). Thisgives the Fog Index.

The equation for step four and five is:Number of "hard words" plus average 'number of

words per sentenceSum of the above multiplied by .4 (four tenths)

= Fog Index.Fog Index comparison:College, freshmen to graduates 13-17

High School, freshmen to seniors 9.12Eighth Grade 8

Seventh GradeSixth Grade 6

Fifth Grade 5

Fourth Grade 4

Third Grade 3

Second Grade 2

Variety of MaterialsAttention should be given at this point to the

variety of materials needed to implement a goodreading program. As in all academic areas, one textper student is not enough. For an effective second-ary reading program, an extensive and variedsupply of worthwhile materialsbooks, films, film-strips, skill-building workbooks and kits, magazines,games, recordings, books for recreational reading,and a limited amount of equipmentmust be madeavailable. This variety not only enables the teacher

' Frank C. Lauback and Robert S. Lauback, Toward WorldLircracy (Syracuse, New York: Syracuse 1.1nl:crsity Press,19601, pp. 216.217. Reprinted by permission of the publisher.

fit the roateria' . to the specific needs of eachstudent but also encourages the student to growthrough self-selection and self-evaluation. Materialsfor skill - building, directed reading activities, andrecreational reading activities in each class mustafford a balance between skills and practice.

Criteria for SelectionIn achieving a balanced variety of reading mate-

rials, each item must be evaluated as an individualtool, as well as in relation to other materials of asimilar type. A thorough review of many materialsis essential before selections are made. The follow-ing criteria are suggested as guidelines for selectingappropriate materials.

1. Select materials to fit the needs and objec-tives of the individual program design. (See"Types of Reading Programs.")

2. Select a variety of materials with balance be-tween skills and practice.

3. Select a wide range of materials of varyingdifficulty levels representative of the stu-dents' achievement.

4. Select materials that will meet realistic needsand interests of the students concerned.

5. Select materials that c o v e r the completerange of reading skills.

6. Select -.say practice materials designed tostrengthen individual skills.

7. Select recreational reading materials to pro-mote enjoyment and the development of thelifetime reading habit.

With these general criteria in mind, other basicconsiderations are necessary for selecting suitableprinted materials. Included are the following:

1. General information about materialsa. AuthorIs he an authority in his field?b. PublisherDoes this company have the

reputation of furnishing quality material?c. CopyrightIs this the most up-to-date

material of its kind?d. CostIs this piece of material worth its

price in the overall budget in accomplish-ing the purposes of the reading program?

e. Philosophy--Is this material in keepingwith the philosophy of a good readingprogram?

2. Composition of :materiala. AppearanceDoes this material have suf-

ficient "eye-appeal" to motivate?b. Print--Does the size of the print meet the

level of reading needs of the student?c. DurabilityWill this material retain its

attractiveness through constant and ex-tended use?

82

85

d, IllustrationsAre the pictures, charts andgraphs suitable to the context, student in-terests, and contemporary life?

e. Format -Is this material manageable insize? Is the readability enhanced by thelength of the lines, width of the margins,and white space on the page?

3. Content of materiala. OrganizationDoes the text follow a sys-

tematic sequence or theme and is it ade-quately indexed?

b. Reading LevelIs the difficulty levelcommensirate with the needs of the stu-dent who will use their,?

c. GlossaryIs a glossary included?d. Study GuideAre study aids for the stu-

dent included?4. Aids for printed materials

a. Teacher's GuideIs there a manual forteachers and does it provide sound guid-ance in the use of the material?

b. Answer KeysIs the material self-check-ing to promote independent learning?

c. SupplementsAre supplementary charts,illustrations, %vord card s, and the likeavailable?

d. ReviewsDoes this material offer peri-odic review sections for reinforcement?

e. EvaluationAre check-test s, profilecharts, and achievement scales provided tofacilitate frequent evaluation?

Adjusting Materials to Student NeedsMaterials in a reading class should be of a suf-

ficient variety to meet the wide range of interestsand skills needs of a typical class as shown in theDiagnostic Chart below. This is a representativesample of a group of students found in a ninth gradereading class. Composite scores cited are computedin percentiles and are based on a series of diagnosticmeasures.

An example of recommended starting materialsto meet individual student needs according to theDiagnostic Chart might be:

For JohnReading in Context (Barnell Loft)For S,teve and Susan Webster's Dictionary

Unit On Dictionary Skills (American BookCompany)

For Mary Learning Words (Keystone Educa-tion Press)

All students, except John, would profit from astudy of dictionary skills.

Students needing training in letter sounds (fromBetty down, except Evan) could be grouped for in-tensive training it phonics. Word Attack (Harcourt,

DIAGNOSTIC CHARTNinth Grade Reading Class

Beading Skills

Students

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621 2050, 2025, 40,371 40'12. 201

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83

86

Brace, and World, Inc.) and Building Reading Skills(McCormick-Mathers) might be used for meetingthe needs of this small instructional group.

All students need comprehension skills develop-ment and improvement. Directed reading activitiesto develop and extend certain specific ccmprehen-sion skills as indicated on the Diagnostic Chartcould be organized for three groups:

Group 1 John through ButchGroup 2 Susan through FredGroup 6 Bill through Jim

Group 1 might use Vanguard (Scott, Foresman andCompany) ; Group 2, Tcen-Age Talcs (D. C. Heathand Company) ; and Group 3, The Checkered FlagSeries (Field Educational Publications, Inc.). Thisgrouping procedure, using various instructionalmaterials, should be followed until every studentmasters the skills in which a weakness is sl-oxn onthe Diagnostic Chart.

Materials listed in the above example are onlyillustrative of the many kinds of materials usefulin a skills development program and are representa-tive of the variety of quality materials available forsecondary reading programs.

Teacher-Made MaterialCommercially produced materials may be uppk-

mented by teacher-made materials, Experience sto-ries dictated by students and written by teachersshould be used extensively with handicapped readersand reluctant learners. The.Qe students, witn the helpof the teacher, become authors of theft own reading

material. Thus, the vocabulary is generally withinthe reading range of the students and the materialis highly motivating and interesting. The Blue RidgeHigh School ,n Seneca has used the experience storyapproach extensively. The experience stories ofmany students were recorded in a published booldetOperation. Double Quick-Step. This approach wasused to introduce reading vocabulary and skills inthe students' personal language. Word recognitionand comprehension activities based on these storieswere developed. Finally. commercially prepared ma-terials were used in this project to offer a broaderlanguage pattern and to develop additional readingskills and interests.

Teacher-prepared word cards, sentence andphrase strips, and mimeographed exercises are alsouseful in building basic skills and extending interestin reading, especially for reluctant learners. Also,textbook materials rewritten by the teacher on sev-eral levels of difficulty provide interesting andmotivating instructional materials. Such materialsallow an entire class of many reading levels to worktogether occasionally on one subject. Teache r-developed picture files are excellent motivating ma-terials for discussions, creative writing, and experi-ence stories. Teacher and student-m a d e bulletinboards serve to create interest and to stimulatedevelopment in reading. Comic strips provide an ex-cellent medium through which many reluctant read-ers and slow learners may be reached. Teachers maydevelop the comprehension of a sequence of eventsby clipping comic strips into sections and havingstudents to arrange them in order. Comic strip se-quences may be created by both teachers and stu-dents for picture reading that grows into discus-sions, experience stories, and booklets for reading.

With the help of modern office equipment, mean-ingful transparencies for the overhead projectormay be prepared by teachers. Pertinent and excitingmaterials to fit precise reeds and situations are thusmade possible Such materials reflect and increasethe enthusiasm of students and teachers alike.

Professional Organizations and Publications Aidsin Materials Selection

In order to keep informed of the latest develop-ments in instruction and materials in reading, it isessential for reading personnel to be active mem-bers of prr 'essional organizations and to read theperiodicals published by these groups. The Interna-tional Reading Association publishes three journals,ttio of which devote sections to the , :view of in-structional rnaterials. These two journals ara TheReading Teacher and the Journal of Reading, eachpublished eight times a year. The Journal of Read-

84

ing is especially designed for secondary teachers.Another organization, the National Reading Con-ference, is largely concerned with reading at thesecondary .nd college levels. Its publication, theJournal of Reading Behavior, provides secondaryteachers with a keen insight into de-/elopments inboth instruction and materials.

The National Society for the Study of Communi-cation, which is of interest to colleges, technicalschools, and industry, publishes quarterly The Jour-nal of Communication. This journal is helpf al tosecondary reading teachers also. Many developmentsin instruction and materials are treated in this jour-nal. The National Council of Teachers of Englishpublishes Elementary English, The. English Journal,and College English, al! of which ineude articlesabout instruction and materials in reading. Of thesethree publications, The English Journal is designedprimarily for the secondary teacher.

Additional publications containing informationon instructions and materials of interest to secondaryreading teachers are English Highlights, ReadingImprovement, Teacher's Notebook, and The ReadingNewsreport. Addresses for all the publications listedhere are given in Appendix J.

It is desirable that reading teachers and super-visors be affiliated with both the local ad nationalunits of the Association for Supervision and Curric-ulum Development and read its publication, Educa-tional Leadership. Reviews of current irstructionaland supervisory practices and curriculum improve-ment activities are provided in this journal. Suchreviews enable reading personnel to make morecareful selections of materials to meet specializedneeds.

Of vital importance to reading personnel is ac-tive participation in state and local reading organi-zations which keep abreast of trends an I practicesthat affect the types of materials useful in variousreading programs. Reading personnel should bemembers of the Department of Reading Teachersand Supervisors of the South Carolina FducationAssociation ar.d of local International Reading Asso-ciation councils. Addresses fo' these and other pro-fessional organizations are found in Appendix J.

Lists of Instructional Materials and EquipmentMulti-media, multi-level materials and instruc-

tional equipment are readily available for purchaseand use in secondary schools. To aid schools andschool districts in the selection of approp:iate mate-rials and useful equipment, some selcted itemswhich have been used successfully in many secondary readini, programs are annotated in the lists inAppendix G.

APPENDIX A

Reading Interest Questionnaire'Although this form takes considerable time for

a stunt to complete., an insight into a student'sreading development can be cic-arly followed byhaving it filled out at various grade levels and thenmaking comparisons.

Students should be helped to spell certain wordsor names while completing this form so that thestudent will not skip the item because he cannotspell the name of an encyclopedia or a magazine.

(Prepared by Arm) Jewett, Specialist for Lan-guage Arts, Department of Health, Education, andWelfare, Office of Education, Washington, D. C.)

What Do You Like to Read?

I. Reading at HomeA. Newspapers

1. To which newspaper (s) does your fam-ily subscribe?

2. How much time da you spend a dayreading newspapers?

minutes3. List your three. favorite sections of the

newspaper:a _

b

4. What two news topics are you followingclosely?a.b.

B. Magazines1. What magazines do you read regularly

in your home?a. c.b.

2. Which magazine has the most interest-ing stories?

3. What subjects do you like to read aboutin magazines?

C. Books1. Approximately how many novels and

biographies are there in your library athome?

2. How many of these books have youread?

' Florida State Department of Education, A Guide . . .

Reathng Florida Secondary Se Plods (Tallabass.ee, Florida:State Dr,artment of Education, 1966), pp. 146-14R. Reprintedby permission of the Florida Stlie Department of Education.

3. Are you or your parents members of abook club?

4. How many books do you own person-ally?

II. Reading at the Public LibraryA. Do you have a library card? ____

is it active?B. About how many books have you checked

out of the public library in the past year?

C. What magazines do you read at the publiclibrary?

D. How many times a month do you go to thepublic library?

III. Use of the School LibraryA. Do you know how to find books you want

svithout the librarian's helpB. What is the purpose of the Reader's Guide?

C. For what is the card catalogue used?

D. What encyclopedia da you refer to mostoften?

E. Do you have difficulty finding certainthings in the library?If so, what?

IV. Reading and Other RecreationA. Write 1st, 2nd, and 3rd by your first, sec-

ond, and third choice of these types ofwriting:a. Novels e Articlesb. Short Stories f. Comic Booksc. Plays g. Biographyd. Poetry h News

B. Write the titles of three boo which youhave enjoyed this year:a c

b.C. Write the title of the book you have en-

joyed most of

85

g8

D, Underline the four kinds of stories you likebest and put a check before your favorite.If possible, write the title of a favoritestory after each type you underline.a. Animalb. Action and

adventurec. Ghost and other

mysteriesd. Humore. Romance or lovef. Modern science

g. Mechanical things(airplanes, etc.)

h. Foreign countriesi. War storiesj. Space travel or

fictionk. Home life1. Interesting people

E. What do you like to do best when you havefree time

F. What kin:" of work do you want to do whenyou leave school?

G. Whose recommendations do you usually fol-low when you read a book?

H. Do you have your own personal library athome?If so, how many books? _

I. Do you have a television set at home?___If you do, how much time do you spenddaily watching television? hours.

J. Have you read any books because of tele-vision shows you have seen?If so, name them.

K. As you know, some young people like toread books during their spare time; othersdon't. Why do you think some teenagersenjoy reading books when they have time?

APPENDIX 13Reading and Study Skills

QuestionnaireName Late_Address Birth DateTelephone Number School_High School Course (check) : AcademicBusiness Education VocationalWhat subjects do you like best?

What subjects do you like least?What are your career goals?

Answer these questions by checking Yes or No:Yes No

Do you like to read?A. Do you do less recreational read-

ing than you did two years ago? _B. Do you do more non-recreational

reading than you did two yearsago?

Do you believe you are a slow reader?Do you believe that you spend too much

time to complete an assignment?Do you have to re-read many times in

order to understand what is in a se-lection?

Is it necessary for you to read orally inor der to understand difficult pas-sages?

Do you have difficulty with the pronun-ciation of new words in a selection?

Do you find many words in a selectionthe meanings of which are not clear?

Do you have difficulty remembering thedetails of a selection?

Do you have difficulty in finding themain ideas developed in a selection?

Do you know how to identify the mainpoint in a selection?A. Do you find it easy for you to

outline what you read?B. Do you find it helpful to outline

what you have read?Do you read most, materials at the same

rate?Do you know hom to take notes effec-

tively?A. When listening?B. From non-fiction books?C. From reference books?

During study and/or work hours, doyou postpone reading activities untillast?

Are you conscious of your eyes after anhour of continuous reading?A. Do you have headaches after

continuous reading? _ _B. Do you have headaches after a

movie?C. When was the last time you had

a complete visual examination?

D. Do you wear glasses?Answer these questions in the space provided:How many hours each day do you have for study

purposes?Do you feel that worrying about other problems

makes it difficult for you to study?rarely__ sometimes__ often_ usually__

Remarks: You may want to make some commentsabout reading and studying that may behelpful to the person evaluating this. Ifso, use the space below.

iG

801!

APPENDIX C

Sentence Completion Form'Write exactly what you think in the following

incomplete sentences. Do all of them and completethem in order as quickly as you can, He sure to writeexactly the way you feel or think.1. Today I feel2. When I have to read, I3. 1 get angry when4. To be grown-up is5. I wish my parents knew6. My idea of a good time is7. School is8. I wish my parents knew9. I feel bad when

10. I wish teachers11. I wish my mr,,iier12. To me, honks13. People think I _14. I'd rather read than15. 1 like to read about16. To me, homework17. The future looks18. I hope I'll never19. On weekends I20. I wish people wouldn't21. When I finish high school22. I'm afraid23. Comic books24. When 1 take 'ny report card home25. I'm at my best when26. Most brothers and sisters27. I look forward to28. I wish29. I don't know how _

30. When I read aloud _31. I'd read more if32. I feel proud when33. My only regret34, I look forward to36. I often worry about36. I wish I could37. I would like to be38. I like to read when39. For me, studykg40. I wish my fathe:41. When I'm alone42. Sometimes I think93. I'm happiest when

' Adapted from: Thomas B,ming and Richard Boning, "I'dRather Read Than," The Reading Teacher, X (April, 1957),p. 197.

67

APPENDIX D

Suggested Questions for Interviews'Secondary teachers may fit, interviews with

students, parents, or both helpful in assessi,ig indi-vidual needs and identifying reading difficulties ofthe handicapped reader. The following questions aresuggested for use in interviews, with the situationdetermining which questions to be used.

Who are the other people in the home? Whatare their ages? How much education havethey had? Which ones work? What are theiroutstanding traits?

2. What is the social and economic status of thefamily? How large is the family income?What sort of house and what sort of neigh-borhood do they live in? Are they living at apoverty, marginal, adequate, comfortable, orluxurious level? Has the status of the familychanged markedly .s:nce the child's birth?

3. How adequate is the physical care given thechild? Is he provided with suitable food andclothing? Does he get proper attention whensick? Have his physical defects be n cor-rected?

4. What intellectual stimulation is provided inthe home? What language is spoken? Howcultured are the parents and other membersof the family? What newspapers, magazines,and books are available in the home? Howmuch has the child been encouraged to read?

5. How is the child treated by his parents? Dothey love him, or are there indications of re-jection or of marked prefereme for otherchildren? What disciplinary procedure dothey use? Do they compare him unfavorablywith other children or regard him as stupid?Are they greatly disappointed in him?

6. How is the child treated by his brothers andsisters? What do t' ley think about him? Dothey boss him or tease him about his poorability?

7. How does the child feel about his family?Does he feel neglected or mistreated? Hasfeelings of hatred or resentment again.members of his family? Does he resort to un-desirable behavior in order to get attention?

8. What efforts have been made to help him athome with his school work? Who has workedwith him? What methods have been used?How has the child responded to this help?

' Reprinted from: Albert J. Ilari2, if oft, I o 1r,rre,se Rend.ing Abtlify: A Guide to fler(1,,pmenfal and Emediar 21f0h,ds(4th ed.; New York: Copyright 0 1961 by DaNidCoronany, pp. 272-273. Reprinted by permission of aut.. r andpublisher.

What have the results been?9. How does the child spend his spare time?

What interests does he show? Does he haveany hobbies? Does he show any special tal-ent? What are his goals for the future?

10. Who .ire his friends, what are they like, andhow does he get along with them? Does heplay by himself ? Does he prefer younger chil-dren? Is he a leader or a follower?

11. What signs of emotional maladjustment doeshe show? Has he any specific nervous habits?Is he a poor eater or poor sleeper? What va-riations from normal emotional behavior doeshe show?

12. How does he feel about himself ? Has he re-signed himself to being stupid? Does he giveevidence of open feelings of inferiority anddiscouragement? If not, what substituteforms of behavior has he adopted?

APPENDIX ECreative Ways to Share Books'

Providing interesting and stimulating ways toshare books is a challenge to the secondary teacher.Many teachers are using creative ideas for booksharing to replace the more conventional and stereo-typed book r port. The following creative book;haring experiences have been found hel9ful forencouraging interest in reading and motivating stu-dents to think critically about their reading experi-ences. Teachers should review this list and make useof those ways that seem appropriate to the readinglevels, experiences, and maturity of their students.

IMAGINARY DIARY. Keep a diary written byone character of the book.

IMAGINARY L E T T E R. Write a letter asthough one character has written to another.

CONVERSATION. Present conversation thatmight take place between the characters intwo different books.

TRANSPARENCIES. Have a student to developtransparencies to illustrate his book.

HEADLINED NEWSPAPER REPORT. Selectsome event in the book and develop newspaperheadlines.

FILMSTRIP OR MOUNTED PICTURES, Use afilmstrip or mounted picture to illustrate abook talk.

OVERHEAD PROJECTOR, Use the overheadprojector to show illustrations from a bookwhile the student talks about it.

' Adapted from: Betty Martin, ed., Using the Media Ceuto r: Guidelines for TenAcrs and Media Specialists (2...id ed.rev.; Greenville, South Carolina: School District of GreenvilleCcunty, 19GS), pp. 5559. Used by permission of the editor.

36

SKIT, WITH COSTUMES. Illustrate in a skitsome dramatic part of the book.

POSTERS. Use posters to illustrate characters,map of county or locale, or some scene in book.(These should be accompanied by an analyticaltalk.)

IMAGINARY NEWS CORRESPONDENTTELEVISION REPORT. Act as a news cor-respondent and give the highlights of the book.

ILLUSTRATED BOOK REVIEW. Give a briefsynopsis of a book illustrated with pictures.

A TELEVISION QUIZ PROGRAM. Have a stri-dent to give his views of a book through aninterview by other students.

MOCK RADIO SHOW. Rewrite several scenesof the book as short radio plays.

A TABLEAUX. Make a tableaux that representsscenes from a book,

A SALES-TALK TECHNIQUE. Have a studentto give a sales talk on the book in a designatedlength of time. His tCk should be aimed atencouraging others to read the book that hehas just read.

IMAGINARY TELEPHONE CONVERSA-TION. Conduct an imaginary conversation be-tween two historical characters during whichpart of the content of the book read is re-vealed.

A TALK based on one or more of the followingquestions: If such an experience happened tome, what would I have done? Do I know any-one like the people in the story? Would I liketo be like 0 book character? Have I overseen anything like this happen?

A DIORAMA. Plan a diorama representing va-rious book events.

PANEL DISCUSSIONS. Hold panel discussionsabout several books of the same kind (biog-raphy, historical novel, and others), or on thesame subject (sports, American Revolution,and the like), followed by questions from theclass.

GENERAL CLASS DISCUSSIONS. Hold gen-eral discussions on various books concernedwith the same interest.; i.c., books about sportswhich might include fiction, biography, andinformational biography, plays, poetry, essays,and others.

DEBATE. Hold a debate on a topic such as "Re-solved that the reading of travel books is morebroadening to the mind than the reading ofbiography," with students giving examplesfrom books they have read.

PUPPETRY. Make h.mi puppets to dramatizethe action of the story.

READING OF BEST-LIKED CHAPTERSAND PAGES. Have students to read best-liked chapters or pages and give a brief sum-mary of the preceding part. of the book.

FIVE-MINUTE TALKS. Have a student to givea five-minute talk about a hook he has read inan effort to get the class members to N ot e forhis book for Book-of-the-Month selection.

A LETTER. Write a letter to the author, statingwhy the book was enjoyed and suggesting im-provements.

A DISCUSSION OF THE BOOK. Discuss thebook and give a description of what could hap-pen after the story ends.

A WRITTEN ADVERTISEMENT. Using anadvertisement, stress the good features of thebook.

"LIFE" STORY. Imagine that Life Magazine isdoing a feature story on the book, and describethe photographs that the author might takeand write captions for each.

LETTER. Write a letter to a foreign studentand tell why the book is or is not representa-tive of American life.

.iNALYSIS BY A MAN OF THE FUTURE. Ina time capsule or in the ruins on the planetEarth, some man of the future finds the bookand writes a paper on what it reveals of lifeof an earlier time.

A LETTER WRITTEN IN THE ROLE OF ABOOK CHARACTER. Example: The hero ofLost Horizon writes a letter about his finalreturn to Shangri-La, explaining his purl osesand his hopes for the future.

TI E SCHOLARLY CRITICAL PAPER. Hon-ors and advanced classes may combine re-search on "what the critics and authoritiesthink of the author" with critical opinion on"what I think about those of his books whichI have read."

ROUND-TABLE DISCUSSION UNDER ASTUDENT CHAIRMAN. Have four or fivestudents to read the same book. Part of a pe-riod is given before the day of reporting foreach group to confer on questions for discus-sions.

GROUP PERFORMANCE IN THE ST`; LE OF"THIS IS YOUR LIFE." This procedure lendsitself to reports on biographies.

REPORTER AT THE SCENE. While its hap-pening, a crucial scene from the book is de-scribed on the spot by a television or radioreporter.

THE TRIAL OF A MAJOR CHARACTER. De-fendant, prosecuting attorney, defense attor-ney, and ,:messes may participate in the case.

89

The charge should preferably be one of retingunethically, unfairly, or even unwisely, ratherthan one of breaking a law.

THE AUTHOR MEETS THE CRITICS. Three.four, or five students may form a group. Astudent posing as Charles Dickens may de-fend his Tale of Two Cities against critics asthey ask questions,

QUIZ PROGRAM. Use this when the class hasread only one book, or when several groupshave each read a single kook. A quizmasterasks questions of two teams, each composed ofhalf the class or group.

USE OF TAPE RECORDER. Students mighttape a descripton of their books, and these areused for individual or group listening.

MONOLOGUE. Have students to present amonologue, such as "I am John Ridd, and Iappear in a book that Blackmore wrote aboutLorna Dante and me, I'm the kind of personwho .. ."

COUNSELING BY E X P ER T S. A characterexplains his crucial problem to three socialworkers who specialize in guidance, familycounseling, and psychological rehabilitation.They ask questions and offer advice. Note thatthe "social workers" need not have road thebook.

OUTLINE OF A TELEVISION OR MOTION-PICTURE VERSION. This may be oral orwritten, including major scenes, sets, casting,and other aspwts. Students enjoy telling "howI would dramatize this book if I were a tele-vision or motion-picture producer."

MOVIE TRAILER OR PREVIEW OF COM-ING ATTRACTIONS. Each student clipsmagazine or hewspaper pictures, or sketch shis own, showing scenes similar to those ofsignificant moments in his book. He displaysthe pictures in organized sequence and sup-plies a commentary on the action and charac-terization.

TWENTY QUESTIONS. This idea is most suc-cessful when subject is familiar to class. Thereviewer chooses a fact from his book and theclass must guess it in twenty questions towhich the reviewer may answer only "yes" or`no."

SIMULATED INTERVIEW WITH AUTHOR.One pupil poses as author, another as inter-viewer,

OPAQUE PROJECTCR. Use the book ur orig-inal illustrations with the opaque projectorfor class viewing.

ORIGINAL POEM. Have students to write anoriginal poem about a main character or the

story.MAPS. Develop maps to use in tracing a route,

indicating episodes, or showing landmarks.PANTOMIME, Present characters in action.

Audience participation might include guessingwhat they are doing. One student might tell astory while others act out the scenes.

CHALK-BOARD SKETCH. Have the artistic-ally tplented student to sketch scenes on thechalk-board as he talks about the book.

NOTE : Some of the above ideas were gatheredfrom articles in English Journal, ClearingHouse, High Points, Wilson Library Bulle-tin, and Elementary English.

APPENDIX F

Standardized Testsand

Other Evaluation MaterialsI. For Group Testing

AbilityGradesor age Time

Name Measured level (min.) Forms Date Publisher

(S) American School Vocabu'aryAchievement Tests: Comprehension 40-50 2 1960 2American School Reading Rate

Test, Advanced 7-8-9American School ReadingTest for Senior High 10-13Schools & College

Freshmen

(S) Buffalo Reading Test Ratefor Speed and Compre-hension

Comprehension 7-16 2 1944 16

(S-D) California Achieve-ment Tests;

VocabularyComprehension

9-14 20-50 WX

1957 5

Advanced Battery: Reading1963 norms

(subtests ineach pari.)

Y

(I) (D) California Language 16 tests: 7-12 Series 1965 6Perception. Word embedded 5 EJ

The purpose of language per-ception tests is to identifycertain of the major compon-ents that have been found tobe important in the readingprocess. This test is based onwork of Dr. Jack Holmes and

Figure & groundSymbol closureReversalsWord DiscriminationPhrase DiscriminationWord Recognition

66322

untimecl

Form A

Dr. Harry Singer, authors ofsubstrata theory. This new in-strument is being reportedfor examination and study.

(D) California. Phonics 75 items to test 7-college F-1 1962 5Survey Phonic adaquac:, : 40 F-2

Long -short vowelsOther vowel confusionsConfigurationReversalsConfusion- -blends,digraphs

":"1"..Z,77-I.VMMOVITAPs_ rot-49 re:,,,,,rarwrynomlerx,,,,,a,

(Semi-D)Cooperative English Tests:

Reading ComprehensionPart IVocabulary--Part IIReading--

English ExpressionPart IEffectivenessPart IIMechanicsIevel 1CollegeLevel 2High School

(S) Davis Reading TestSeries I-11-13Series IIS-11

(S) Detroit Reading TestTest Igrade 2Test IIgrade 3Test IIIgrades 4-6Test IVgrades 7-9

(old, but expedient test)

(S) (D) Diagnostic ReadingTests

Survey Section:Lower level (4-8)Booklet I

Booklet H

Upper level (7-College)

Diagnostic Battery:Section IVocabularySection IIComprehensionPart 1SilentPart 2Auditory

Section IIIRates ofReading

Part 1GeneralPart 2Social StudiesPart 3Science

Section IVWord AttackPart 1OralPart 2Silent

VocabularyLevel of comprehension

Speed ofcomprehension

Level and speed of com-prehension in difficultmaterial

(speed of comprehen-sion has been cor-rected for chancesuccess)

Skills covered:Details,Central thought,Inference, ToneMood, Literary

devices,Structure of org.

Quick survey testsof silent reading forpreliminary dassifica- 2-9tion of pupils

9-college

8-1111-13

(S) Booklet ISkill in using phonics,context and word partsas clues to recognitionand meanings of words,comprehension of sim-ple literary, scientificand social studiesselectionsBooklet IIGeneral readingVocabulary andrate of reading

4-8

1A, 1Bcollege

15 forms25

2A, 2Blb 2C2 High

Schoolforms

1960 13

SeriesI 1962Forms 1A

1B1C1C1D

SeriesII 1943Forms 2A

2B2C2D

8 4 1927

40

40 A, 13, C,D

7-college 45-48 8(D) Section IVocabulary ingrammar, math,science, social A-Bstudies, literature 45

Section II 40Silent 60

reLding comprehen-sion of textbook 30materials 30

Auditory 20measures compre- 20hension of parallelmaterial when theseare read to the 30students 30

Section IIIPart 1measure offlexibility of readingskill

91

35

20

1963 7,33

Name

(D) DurostCenter WordMastery Test

Standardized Testsand

Other Evaluation MaterialsI. For Group Testing

Grade,Ability or ageMeasured level

Parts 2 & 3reading rate andcomprehension ofcontinuous materialfrom content fields

General vocabularyAbilify to use contextto obtain meanings

(S) (Semi-D)Gates-MacGinite Reading

TestsPrimary Agrade 1Primary Bgrade 2Priinary Cgrade 3Primary CSgrade 22-3Survey D

SpeedVocabularyComprehension

(These tests willreplace Gates

Survey E Reading Surreygrades 4-10)

Survey F (in preparation)(S) Iowa Tests of Basic

SkillsTest VTest RTest W

(norms availatle)Tests for all grades in onereusable booklet.

Iowa Silent Reading Test(New Edition)

(Semi-D)

VVocabularyRReading

ComprehensionWWork-Study Skills

Comprehension HateSkills in locating

informationWord meaning

(S) Iowa Tests of restsEducational Develomnent 1Understanding

Basic SocialConcepts

2Background inNatural Sc;ences

3Cori Tctnessaad Apiwopriate-

ess of A'4,xprc.,:siod4--Ability to Do

QuantitativeThinking

5Ability toInterpret ReadingMaterials in theSocial Studies

6Ablaty toInterpret ReadingMaterialsin the NaturalSciences

92

Time(min.) Forms Date Publisher

9 12 60 1 1952 20

D4-5-6 30-GO A-1,2 1965 3

B -1, 2C-1,2

7-8-9 CS -1, 2, 3D-1,2,3

F E-1, 2, 311-12

213-9 2 1961

1755

80

4-8 45-60 4 1956 209-10

9-12 1963 3355 y-4

60

60

65

(30

60

50

(S) Ecl Iy-Green ReadingComprehension

(S) MetropolitanAchievement Test

Reading(D) McCullough-IVord

Analysis Test:Experimental Edition

10 scores

(S) Michigan Speed ofReading Test

(S) Minnesota ReadingExaminations forCollege Students

(S) Nelson Reading Test,Revised Edition

(S) Nelson-Denny ReadingTest, Revised

(S) 1%Telson-Lohnlan(identical to coordinatedscales of attainment)

(D) Silent Reading Diag-nostic Tests

(S) Schram- Mcl-Gray HighSc'tool and CollegeReading Tcst

(S) STEP:Sequential Tests of

Educational ProgressReading Comprehension 9-11English Expmssitm t,-11Dictionary Test 7-11

7Ability toInterpret LiteraryMaterials

8GeneralVocabulary

9Use of Sources ofI n f °motion

Comprehension RateDirected readingRetention of details incontent areas

ReadingVocabularyParagraph

Initial blendsDiagraphsPhonetic discriminationSyllabicationRoot word, etc.Rate of

comprehensionVocabularyComprehension(may be used for highschool seniors)VocabularyReangComprehension:grasp generalmeaning,rememberingdetails, predictingoutcomes

VocabularyRateComprehensionGood measure ofability to identify andto comprehend non-technical readingmaterial(speed is minimal)

Subtests:word recognition inisolation andin context, reversals,word analysis byrecognition,common wordelements,syllabication,roots, etc.

Comprehension(gross)

Comprehension(efficiency)

Rate

93

22

27

9-13 63 1955 20

3-4 3 1960 205-67-94-13 untimed 1 1962 18

6-16 35 2 35

9-16 40 1 1935 37

3-9 30 2 1962 21

9-16 30 A 1960 21B

9-16 30 2 1960 20

3-6 45 2 1955 23

7-16 2 1910 30

Level 1 essay 2 1963 1313.14 35

Level 2 dictionary10-12 30

Level 3 ;omprehen-7-9 sion

Name

Literary Comprehension &.Appreciation Test 9-12

Usage, Spelling, Vocabulary7-13

(S) SRA AchievementSeries:

Reading:1-2 Battery

2-4 Battery3-4 Battery4-6 Battery4-9 Battery (multilevel

edition)(New multilevel approach forgrades 4-9; provides 3 tracksusing a single test booklet)

(S) SRA Reading Record

(S) Stanford Achievement,Revised

ReadingIntermediate H BatteryAdvanced Battery(S) Test of Academic

Progress: Houghton(norms)

Test IVReading(Each of Forms 1 and 2 pur-chased in reusable text book-lets containing all tests ofgrade 9-12. Form 1 availablein separate relsable bookletsin each acad,miic area.)(S) Traxler Silent

Reading Test

Traxler High SchoolReading Test

Standardized Testsand

Other Evaluation MaterialsI. For Group Testing

AbilityMeasured

Verbal pictorialassociation

Language perceptionVocabularyComprehension

RateComprehensionEvery-day readingskills:DirectoryMap-table-graphAdvertisementsIndexVocabulary tests

Word meaningParagraph meaningParagraph meaningIdentificationComprehensionApplicationEvaluation

Rate of readingStory comprehensionWord meaningPower ofcomprehension

Rate in social sciencematerial

Ability to locatemain ideas (30paragraphs used)in social scienceand naturalscience materials

Gradesor agelevel

Time(min,) Forms Date Publisher

Level 4 704-6 expression

40

1964 33

1-2 240

2-4 2703-4 2404-6 2404-9 360

7-12 40 1 1959 33

1964 1,0

AB

5-6 507-9 35

9-12 12 1965 21

7-9 46 1 19422

10.12 40 34 1967

94

97

38

Wwso s-.4. ,c4rXree.,,

(S) Van Wagenen Compre-hensive Tests 4-12 untimedCentral thought

DetailsIndexInferencesInterpretation

i 1953

S SurveyD DiagnosticS-DSemi-DiagnosticI Identification

Standardized Testsand

Other Evaluation MaterialsIf. For Intividual Testing

GradesAbility or age TimeName Measured level (min.) Forms Date PublisherDoren Diagnostic Reading 390 items

Test of Word RecognitionSkills

Group or individual Test

11 subtest,s: 1-6 untimed,Beginning and up approxi-sound for mately

1 1956 12

Sight word diagnostic 3 hrs.(Does not diagnose compre-hension difficulties.)

Rhyming purposesWhole word Vocabularyrecognition of first

Consonants, etc. gradesecondusedDarrell Analysis of Reading

DifficultySilent and oral 1-6reading 1955 90

Listening(New Edition) Word recognition

Visual memoryor words

I3eginnin, andending sounds

Spelling tests(some tests areunstandardized)

Darrell- Sullivan Capacity andAchievement Tests,

Intermediate

Paragraph 3-6 40meaningVocabulary

1962 20

Gates-McKillop Reading IOral Reading I -up no time 1962 3Diagnostic Test IIWords limitflash presentationIIForm Ifirst diagnosis

Form IIfollowing someremedial work

Test material: reusable

IIIWordsuntimedpresentation

IVPhrasesflashpresentation

Required pupil record bookexpendable

VKnowledge ofword parts

VIRecognizingthe visualf nni of sounds

VII Auditoryblending

VIIISupplementaryTests

95

Standardized Testsand

Other Evaluation Materials

AbilityName 'Measured

Gilmore Oral Reading Tests AccuracyComprehensionRate(Ten graded paragraphs of a

continuous story.Grade scores yielded,)

Gray Oral ReadingTests,

Revised Edition

(No quantitive measureof comprehensionoffered.)

Roswell-Chan Auditor?'Blending Test

Roswell -Choll DiagnosticReading Test of WordAnalysis Skills

Standardized Oral ReadingCheck Tests(10 paragraphs)

If. For Individnal Tesqnq

13 passages in eachform:

Purpose: Estimateproper placementin a reading group

Assess generallevel of readingof a transferstudent

Aid in diagnosingreading difficulties

Ability to blendsounds auditoriallyinto words

Single consonantand vowels:

Long and shortRule of silent eSyllabication

Standardized Oral Reading AccuracyParagraphs

(12 paragraphs arranged inorder of increasingdifficulty)

Leaven Analytical OralReading Test

(Paragraphs arranged inorder of difficulty, tellingcontinuous story.)

Monroe Diagnostic ReadingExamination

(Batteryindividually ad-ministered to poor readersof any age)

Phonics Knowledge SurreyTest

Rate

RateAccuracyComprehension

a

Spache Diagnostic ReadingScalesYields three levels:

Instructional(oralreading)

1-1'orti discrimination

Surveys phonicsunderstandings

(orally administered)Graduated

Scales:

3 word recognitionlists

Grathsor age

levelPir le

(min.) Forms Date Publisher1-8 15-20

usu illyrequired

AB

1952 20

1-12 A 1963 2BCI)

7-12 i1 1963 14

7-12 1959 14

Set I 19551-2

Set II2-4

Set 11I4-6

Set IV6-81-8 5-10 1915

1-10 10 1953 (2

1-12 .11

4-up10-30 1 3

1-8 no limit 1963Diagnoitic

forretardedreaders

96

994).7

Independent(silentreading)

(rate of silent readingoptional)

Potential(auditorycomprehension)

Stanford Diagnostic PhonicsSurvey,Research Edition

Strang Reading DiagnosticRecord for High School andCollege Students

The Basic Sight VocabularyTest on

Basic Sight Vocabulary(Dolch)

Wide Range AchievementTest

Rotel Reading Inventory(reading instructional

levelplacement of reading

materials)

Graded Selectioies forIn fo»nal Reading

Diagnosis byNila B. Smith

Standard Reading Inventory

(Content based upon nasalreading series of Allyn andBacon, Inc. and Scott,Foresman and Company)

Robert A. McCracken

22 reading passages

6 phonics tests

Relate printedsound to spokensound

Four oral readingparagraphs and acase historybooklet

100 doublesheets, will test.25 individuals on220 basic sightwords

Au individual test ofword recognition,

Spelling,ArithmeticComputation

9-12

9-13

8-13

1-12 untimed

Kgn-12 20-40

III. Informal Reading Inventories

a. Phonics masteryconsonantsvowelssyllabicationnonsense words

b. Word recognitionc. Word opposites

(comprehension)Tests b, c yieldfree reading levelhighest potential levelfrustration level

Makes a functionalinventory givingstudent's instruc-tional level inreading and hisskills in literalcomprehension, ininterpretation, andin word recognition

RecognitionVocabulary

vocabulary inisolation

vocabulary incontext

Oral Errorsword recognitionerrors in oralreadingtotal errors inoral reading

Comprehensionrecall afteroral and silentreading

Speed:of alsilent

97

4 -Gfndup

104c.

15-25

4-1220-30

1-7

1 1958

3

1942 17

35

15

12

1963

24

1966

B 27

Name

Standardized Testsand

Other Evaluation MaterialsIV. Group Intelligence Tests

California Short Form Test of Mental Maturity,1963 Revision

Level 211 grades 6, 7Level 3 grades 7, 8Level 4 grades 9-12Level 5 College and Adult

California Test of Mental Maturity, Long Form,1963 Revision

Level 3 grades 7, 8, 9Level 4 grades 9-12Level 5 grades 12, College, Adult

Ilenmon-Nelson Test of Mental Ability, RevisedIntermediate 6-9High School 9-12

Kulh»zan-Anderson Intelligence Tests, 7th Edition,1960-63

Lorge-Thorndiko Intelligence Tests,Separate Le-;e1 Edition:Levels 3, 4, and 5

Grades 4-12 Forms A and B

Ohio State University Psychological Test, 1964(Valid predictor of College success).9College freshman(No time limit, but usually requires 2 'lours.)

Otis Quiec Scoring Mental Ability TestsBetaGrades 4-9GammaHigh School and College

Purdue Won-Language Testslndependtnt of reading abilityGrades 9-12

Abilities Measured

Logical reasoningNumerical reasoningVerbal ConceptsMemory

Logical reasoning:opposites

analogizeSpatial relationships:

right, leftmanipulation of areas

Numerical reasoning:lumber seriesnumerical valuesnumber problems

Verbal concepts:inferencesverbal comprehension

Memory :immediate recalldelayed recall

90 items arranged inorder of difficulty

Verbal, quantitative

1961Verbal battery:

vocabularyverbal classificationsentence completionarithmetic reasoning

Levels 4 and 5 orly :verbal analogy

Nonverbal:pictorial classificationpictorial analogynumerical relationships

VocabularyWore. RelationshipsReg ing comprehensionVerbalNonverbal

Nonverbal

98

1011

Publisher

5

5

21

26

26

33

22

13

SCATSchool and College Ability TestsLevel 1-12-CollegeLevel 2-10.12Level 3 8-10Level 4 6-8(Replaces the American CounAl on EducationPsychological Exam.)

SRAPrimary Mental Abilities TestNew EditionGrades 6-9Grades 9-12

SRATests of Education Ability (TEA)Grades 6-9Grades 9-12

SRATests of General Ability (TOGA)Grades 6-9Grades 9-12

Name

Verbal score-60 itemsQuantitative score-50 items

-Verbal meaningNumber facilityReasoningSpatial

V. Individually Administered Intelligence Tests(Administered by qualified person)

Revised Stanford - Binet Intelligence Scale, Kindergarten 16Weschler Adult Intelligence Scale (WAIS), 16 and upWeschler Intelligence Scale for Children ( \VISO), 5-15

VI. Vocabulary Tests

Gradesor age Timelevel (min.) Forms Date Publisher

AbilityName Measured

Durost-Center Word Mastery

(Percentiles given)

E.D.L. Word Clues Test

(Grade-level percentilesgiven)

Every Pupil Scholarship Test

(New forms issued twice ayear)

Iowa Tests of EducationalDevelopment;

Test 8: General Vocabulary

1.^2:SO$ Vocabulary Test 85 words tested

(percentile norms)

Part I:100 word multiple-choice voice vocabu-lary test

Part II:same 100 words usedin Peaningful sen-tences

22

22

Publisher

213535

9-13 60 1950

Series of 98 progres- 7-13sively difficult words

Synonym is to be se-lected for the keyword used in thecontext

45

Vocabulary recognition 7-12

Vocabularyrecognition

99

1 02 )

9-12 22

1961

20

9

1961

1963.33

-1

30 19-18

Michigan Vocabulary Profile Word meaning in:Test human relations

commercegovernmentphysical sciencebiological sciencesmathematicsfine artssports

Minnesota ReadingExamination for CollegeStudents, Revised Edition

Nattonal Achievement Tests

Vocabulary

9-college 50

Test I: 12-collegeVocabulary 40

Test II:Paragraph reading

Vocabularyrecognition

New Standard VocabularyTest

O'Rourke Sur-ey Teat ofVocabulary

(Percentile tables for highschool key and percentilescores furnished with test.Directions for administeringare printed on test form it-self.)

Vocabularyrecognition

100 5-choicerecognitionitems

7-12

7-12 20

9-adult 20

Schram/ad-Wharton Vocabulary taken from 7-12Vocabulary Test subjects studied in

junior and senior high(percentile norms) schoolPressey-Thorndike wordlists used

Vocabulary Test for High.School Students andCollege Freshmen

(Traxler)

Wide Range VocabularyTest

Diagnostic andcorrective purposes,also for placementpurposes.

9-13

100 - multiple choice 3-adultitemsForm B:order of difficultyForm C.alphabetical order

Name

A Test of Study Skills(norms will be prepared

when results are avail.able)

1949 20

A -A35B

1957

37

29

1959 31

X-1 28

9 -1

2 1945 2

VII. Study Habits and Skills Tests

GradesAbility or age Time

Measured level (min.) Forms

Finding and under-standing printedmaterials forcritical thinkingin the use of printedmaterial

100

70 A

35

D.tte Publisher

1911 36

9-13A Test On Use of the Pronunciation 30-40 1963 20Dittionary Meaning

(Spathe) SpellingDerivationsUsage

Bennett Library Usage Test(percentile norms given)

Use of Library 9-13 50 2

Brown-Holtzman Survey ofStudy Habits and Attitudes

(Validity data)

Surveys c',udent's atti-tudes toward study aswell as study practices

10-13 25-35 1 1956 35

California Study Personal adjustment 7-13 35-50 1958Methods Survey Scholarly motivation 5

(separate scores and norms) Mechanics of studyPlanning and system

Chicago Reading Tests: Comprehension 1-2 45 3 1940Study Skills Rate (all except 2-4 19

1-2) Reading 4-6maps and graphs 6-8(4-6) (6-8)

Cooperative Tests: Alphabetization 7-12 30 1 1953Dictionary Pronunciation

(Percentile ranks for grades Meaning of derivations 137-8-9) Spelling of words

Nationwide Library 4-12 60 1 1963Skills Examination

(norms available followinglists new form issued eachApril.)

Peabody Library Evaluates skill and in- 4-6 80 Int. B 1964Information Tests formation in use et

library9-12 1

Senior High School Library Alphabetization 9-12 40-50 1 1960and Reference Skills Test Use of Dictionary 2'

Card CatalogueResearch VocabularyReference booksDewey DecimalSystem

Periodicals

Spitzer Study Skills Test Use of :Dictionary 9-13 150Inc'ex 2.)Knowledge of sourcesof information

Understanding graphs,map, tables

Organization of factsin note-taking

SRA Achievement Test Subtests of basic 80 Int, 13 1961Series references 6-8 A dv. B

Test 1-Work Study Skills 8-9(2 forms) Table of contexts

IndexReading of graphsand tables

Stanford Achievement TestStudy Skills-3 forms

Study Habits Inventory,Revised Edition

Survey of Study Habits,Experimental Edition

The Iowa Tests ofEducational Development:Test 9, Use of Sources ofInformation

Tyler-Kimber StudySkills Test

IVatsou-Glaser CriticalThinking Appraisal

Finding what you wantin a book

Using an indexUsing a general refer-ence book

Recognizing commonabbreviations

using library cardcatalog

Interpreting mapsCurrent periodicalliterature

Interpreting graphs

Inference 9-16Recognition of

assumptionsDeductionInterpretationEvaluation of

arguments

5-97-9

12-1C

8-14

9-12

8

10

2 1961 33

1937 89-16 50 1

50 2 1964 20

Wrenn Study Habits Analyzes specific study 9-13 25Inventory habits of an individual

Standardized Testsand

Other Evaluation MaterialsReading Versatility Tests

35

GradesAbility or age Time

Name Measured level (min.) Forms Date Publisher

Appraisal of ReadingVersatility

(Largely for use in individualself-evaluation)

Reading Versatility Test

(Standardization to establishgrade equivalents and per-centiles for all forms inprocess)

Tirker Speed of Reading Test

(Group test)

5 parts, each requiring 6-10 AA 1961a different reading BBpurpose (available inpaper and p e n c i l 10-16 CCform) DD

Available in paper Ind 6-10 AB 1961p e n c i I form. Alsoavailable as a test to 10-16 CDbe used in ReadingEye Camera.

Rate 7-16

102

1Qfp

2 1955

9

9

37

f",'?.,',.T'.,VrrVCrrl.Prgrikrker...AOV,VV, V

Name

Brown-Carlson ListeningCJniprehension(Administered orally to

groups)

Standardized Testsand

Other Evaluation MaterialsIX. Listening Tests

Gradesor agelevel

Ability TimeMeasured (min.) Forms Date Publisher

immediate recall 9-13 40-50 2 1955 20Sequence of detail,Folio ving directionsRecognizing transitionsFunction of transitional

wordsRecognizing word

meaningsDetermining meaningfrom context

Lecture comprehensionDetailsCentral ideaInferenceOrganizationDegree of relevancy

Sequential Test of Tests ability to under-Educational Progress: stand what is read toListening them

7-14

X. Personal-Social Adjustment and Intere Tests

AbilityName Measured

California Test of Personality 16 scores!self-reliance

(Revised) sense of personalworth

feeling of belonging,etc.

3A 12

4A

Gradesor age Timelevel (min.) Forms Date Publisher

710 40-60 1953

9-16 5

California OccupationalInterest Inventory

Gordon 0,^cupationalChecklist

(Designed for non-collegebound)

(no norms provided)

Ascendancy 9-16 13-20ResponsibilityEmotional StatusSociability

240 activities checked 8-12 20-25in areas:businessoutdoor artste;hnologyservice

Gordon Personol Profile andGordon Personal Inventory

Profile:8 aspects of

personality:ascendancy,'7esponsibility,emotional stabilitysociability

Inventory,:CautiousnessOriginal ThinkingPersonal RelationsVigor

196320

1963 20

9-12 196320

20

103

106)1

Kuder Preference Recordsand Interest Surveys

Form E

General Interest Survey(Recommended for usewith junior high schoolstudents as part of acomprehension exploratoryprogram. Vocabulary is atthe sixth grade level.)

Form D

Occupational

Individual's degree ofpreference indicated inten areas:outdoor, mechanical,scientific, computa-tional, persuasive,clerical, artistic,literary, musical,social service,

Provides a measure ofinterest with respectto a particularoccupation

Mooney Problem Check List Health, PhysicalDevelopment :

SchoolHome and FamilyMoneyWork and the futureRe: .iionship to

peopleSelf-centered concerns

SRA Youth Inventory

SRA Junior Inventory

Strong Vocational InterestBlank for Men, Revised

Strong Vocational InterestBrook for Women, Revised

9 scores :SchoolFutureMyselfPec pl eHome, etc.

Thurstone InterestSchedule

Liking expressed forjob or vocation

(paired comparieoncheck list)

Thurstone Temperament Survey traits:Schedule Active

VigorousImpulsiveDominantStableSociableReflective

104

33

7-12 1963

9-12 1963

7-9 35-50 19509-13

35

7-12 40 A 19609-12

4-8 33

11-1232

9-1G 20 1 1953

9 -adult 20 38

XI. Visual and Auditory Tests

Some of the more adequate instruments for visual and auditory screening in connection with readingdiagnosis are:

AMA. Rating Reading CardTests visual acuity at reading distance.(American Medical Association)

American. Optical Sight Screener A battery of screening tests and a varia-tion of Massachusetts Vision Test usingSnel ler. letters.(American Optical Company)

Eames Eye Test, Revised Edition A crude screening battery requiring noinstrument; measures acuity, nearsight-edness, farsightedness, muscular imbal-ance, fusion, astigmatism.(Harcourt, Brace and World, Iric.)

Keystone Tests of Visual Skills in ReadingKeystone Visual ,Survey Testsfor screening, not diagnosisNeeded:

TelebinocularSeries of slidesRecord formsManualKeystone Tests of Binocular Skills

Keystone Visual Survey Services for Schools and CollegesNeeded:

Telebinocular or periometerSpache Binocular Reading Test(Keystone View Company)

Maico Audiometer Tests loudness and pitch and screens for defects inauditory acuity.(Maico Electronics, Inc.)

Massachusetts Vision. Test (AO School Vision Screening Test)(Massachusetts Department of Health)

Ortho-Rater Tests acuity, binocular coordination, fushion at near andfar point, depth preception, color vision.May be administered by classroom teacher after a briefperiod of training.Very useful for secondary students who are poor readers,and even non-reade-c. (Bausch and Lomb, Inc.)

Pre-Tests of Vision, Hearing end Motor Coordination Tests acuity, mus-cle balance, fusion, depth, and color.(California Test Bureau)

Suellen Chart Tests nearsightedness.(American Optical Company)

T10 School Vision TesterBased on Massachusetts Vision Test.(Titmus Optical Company, Inc.)

Additional Tests

Ha;-ris Tests of Latecal Dominance (Psychological Corporation)1Vepman Test of Auditory DiscriminationOffers a forty-item auditory

discrimination test.(Language Research Association)

Though most schools have the services of a school nurse who uses the described devices, the teacher,after a short period of training, may also use them. She may supplement screening procedures to assesshearing difficulties by using the simple watch tick, the whisper test, or other measures. She may supple-ment vision screening devices by using the Teacher's Guide to Vision Problems, prepared by the AmericanOptometric Association.

105

148

XII. Informal Appraisal AidsQuestionnaires and Checklists

Barbe, Walter B., Educator's Guide to Personal-ized Reading Instruction. Englewood Cliffs,New Jersey:Prentice-Hall, Inc., 1961, pp. 131-206.

Checklists that include readiness to the sixthlevel of reading skills are included. They covervocabulary, word attack, oral and silent read-ing and comprehension.

Reading, Autobiography, Themes, and OthersStrang, Ruth; McCullough, Constance M.; and

Traxler, Arthur E.The Improvement of Reading. New York:

Test

1. American Guidance Service, Inc.720 Wasiington Avenue, S.E.Minneapolis, Minnesota

2. Bobbs-Merrill Company, Inc.4300 West 62nd StreetInuianapolis, Indiana 46206(Public School Publishing Company

C. A. Gregory)3. Bureau of Publications

Teachers CollegeColumbia University625 West 120th titreetNew York, .dew York 10027

4, Bureau of Educatiolal MeasurementsKansas State Teachers CollegeEmporia, Kansas 6t,801

5. California Test BureauDel Monte Research ParkMonterey, California 93940

6. Church, Mr. HowardBox 87Pebble Beach, California

7. Committee on Diagnostic Reading TestsMountain HomeNorth Carolina 28758

8. Consulting Psychologists Press577 College AvenuePalo Alto, California 94300

9. Educational Developmental Laboratories, Inc.284 Pulaski RoadHuntington, New York

10. Education Records Bureau21 Audubon AvenueNew York, New York 10032

11. Educational Stimuli2012 Hammond AvenueSuperior, Wisconsin

12. Educational Test Bureau720 Washington Avenue, S.E.Minneapolis, Minnesota 55.114

13. Educational Testing ServiceCooperative Test Division20 Nassaw StreetPrinceton, New Jersey 08540

McGraw-Hill Book Company, Inc., 1961, pp.294-295; 314-317.A sample reading autobiography is given.

Possible implications of the information are alsoincluded.

Cumulative File Folder'sRobinson, H. Alan, and Rauch, Sidney J. Guidin9

the Reeding Program.Chicago: Science Research Associates, Inc.,

1965, pp. 29-32.A detailed example of a cumulative file

folder is given, covering skills orogress, testsadministered, educational history, conferences,and instructional and recreational books read.

Publishers

14. Essay PressP.O. Box 5Planetarium StationNew York 24, New York

15. Follett Publishing Comp my1010 West Washington BoulevardChicago., Illinois 60607

16. Foster and Stewart Publishing CompanyBuffalo, New York

17. Garraril Publishing CompanyChampaign, Illinois

18. Ginn arid CompanyStatler Building, Back BayPost Office 191Boston, Massachusetts 02117

19. E. M. Hale and Comp y1201 South Hastings NI+ ayEau Claire, Wisconsin 51701

20. Harcourt, Brace and World, Inc.Test Division757 Third AvenueNew York, New York 10017

21. Houghton Mifflin Comp;,.ny2 Park StreetBoston, Massachusetts 02107

22. Language Research Associates950 East 59th StreetChicago, Illinois

23. Lyons and Carnahan407 East 25th StreetChicago 16, Illinois

24. New York University Press32 Washington PlaceNew York, New York 10003

25. Perfection Fr-m Company214 West Eighth StreetLogan, Iowa

2G. Personnel PressPrinceton, New Jersey 08510

27. Pioneer Printing CompanyBellingham, Washington 98225

28. Psychological InstitutePost Office Box 1118Lake Alfred, Florida

106

14°9

29. Psychometric Affiliates1743 MontereyChicago, Illinois 60643

30. Public School Publishing Company204 Westt. Mulberry StreetBloomington, Il linola 61701

31. Readers' Digest Services, Inc.Educational DivisionPleasantville, New York 10570

32. Stanford University Pr-ssStanford, California

33. Science Research Associates259 East Erie StreetChicago, Illinois 60611

34. C. ti. Stoelting Company424 N. Homan AvenueChicago, Illinois 60624

35. The Psychological Corporation304 East 95th StreetNew York 17, New York 10017

36. The Steck CompanyBox 16Austin, Texas 78716

37. University of Minnesota PressMinneapolis 14, Minnesota 55414

33. Van Wagenen Psycho-Educational ResearchLaboratories

1729 Irving AvenueSouth Minneapolis, Minnesota 55.105

Distributors of Testing Egv:pmentAmerican Optical CompanySouthbridge, Massachusetts

Bausch and Lomb, Inc.Rochester, New York

Graybar Electric CompanyNew York, New York

Keystone View CrimpanyDepartment RT )3Meadville, PerinsylvanfaMaico Electronics,Minneapolis, MinnesotaMas:iachus4itts Department of HealthBoston, Massachusetts

APPENDIX GInstructional Materials and Equipment

I. Reading Skillbooks and WorkbooksAltic, Richard D. Preface to Critical Readihg. New

York: Holt, Rinehart, and Winston Company,1951.

Planned to improve reading at mature levels.Includes work on connotation, denotation, dic-tion, and various types of comprehension. Use-ful with students reading at the tenth grade leveland above.

Bailey, Matilda, and Leavell, Ul lin W. Mastery ofReading. New York: American Book Company,1951.

Series of three books and workbooks. Manybasic skills are treated. Useful with studentsreading at grade levels 7 through 9.

Benthul, Herman F., and Baldwin, Orrel T. Arne, i-can Heroes All. New York: Noble and Noble,1965.

High interest materials, especially good forstudents interested in American historicalheroes. Approximate reading level grades 7through 9.

Berg, Paul C., and Spache, George D. The Art ofEfficient Reading. 2nd ed. New York: The Mac-millan Company, 1966.

Advanced skill building in vocabulary andcritical reading, offering help to the mature stu-dent in handling college resources. Level 12through 16.

107

Blake, Rachel E. New Phonics Skilltext. Columbus,Ohio: Charles E. Merrill Books, Inc., 1965.

Book D, levels 4, 5, and 6, presents sounds inpoem context. A variety of exercises stressesword structure, comprehension, and phonic prin-ciples.

Bond, Guy L. Developmental Reading Series, Bcoks7 and 8, Classmate Edition. Chicago: Lyons andCarnahan, i962.

Developmental readers which provide read-ing content at low vocabulary levels. Interestingcontent which appeals to mature students. Allbasic skills are stressed. Book 7, A rnil to Ad-venture, is written at 4.7 reading level. Book 8,Deeds of Men, is written at 5.5 grade level.

Boning, Richard A. Specific Skills Series. RockvilleCenter, New York: Barnell Loft, Ltd., 1964."Using the Context," Books A-F, levels 1-6"Working With Sounds," Books A-D, levels 1-4"Following Directions," Books A-D, levels 1-4"Locating the Answers," Books B-D, levels 2-4"Getting the Facts," Books B-E, levels 2-6

Exercises may be used for review or rein-forcement in high school remedial classes.

Brown, James I. Efficient Reading. Boston: D. C.Heath Company, 1952.

Offers sixty-five brief reading selections forrate and comprehension practice. Vocabulary

ho

and recall are tested, For use with very capal,lereaders in the eleventh and twelfth grades.

Brownstein, Samuel C., and Weiner, Mitchel. Bar-ron's Vocabulary builder. Great Neck, NewYork: Barron's Educational Series, Inc.

Advanced study of words recommended forcollege bound. Complete vocabulary builder in-cluding roots, prefixes, suffixes, antonyms,synonyms, word relationships, and sentence com-pletion. Senior high level.

Bushman, J. C., et al. Scope Reading, Books I andII. New York: Harper and Row, Publishers,1965.

Primarily intended to stimulate interest inreading at the junior and senior high schoollevels. Wide range of reading materials withcomprehension questions, word quizzes, and asuggested topic for writing at the end of eachreading selection. Reading levels: Book I -grades7 through 9; Book II- grades 7 through 10.

Caughran, A. M., and Mountain, Lee Harrison. High.School Reading, Books 1 and 2. New York;American Book Company, 1961.

Well-illustrated texts designed to build com-prehension skills and to stimulate better readingand study habits. Vocabulary and interest levels,grades 9 through 12.

Caughran, Alex M., and Mountain, Lee Harrison.Reading Skillbook i and II. New York: Ameri-can Book Company, 1965.

Developmental readers which subordinate theliterary quality of its selections to its programof reading skills and exercises. Contains a bal-anced program of reading skills and how-to-study techniques.

Christ, Henry I., et al. The New Companion Series:Adventures in Literature. New York: Harcourt,Brace, and World, Inc., 1068-1969.

Developed especially for the reluctant reader,this series is organized around types of literatureand literary topics and themes. Most hooks con-tain short stories, stories of adventure, sports,mystery, true narratives, and other high-interestselections. Reading and writing skills are de-veloped through reading with supplementarycomposition skills. Books available for grades 7through 12.

Feigenbaum, Lawrence H. Effective Reading. NewYork: Globe Book Company, 1953.

Provides practice exercises in various read-ing skills and subject Platter areas. Ituiding levelgrade 9. Interest -grade 9.

Feigenbaum, Lawrence. H. Successful Reading. NewYork: Globe Book Company, 1958.

108

A reading skills text which gives practiceexercises in subject areas, as w,.11 as in variousreading skills. Reading levelgrade 9, Interestlevel grade I

Fry, Edward. Reading Faster: A Drill Book. NewYork: The Cambridge University Press, 1963.

Advanced study in speed and accura for thecollege bound high school student. Higl- interest,timed articles, followed by comprehension tests.

Gainsburg, Joseph C. Advanced Skills in Reading,Books 1, 2 and 3. New York: The MacmillanCompany, 19G4.

A series of three books to be used sequentiallyin developing reading skills. Presents step-by-step procedures on how to read various kinds ofmaterials. Basic reading skills are treated in theseries. Reading levelsgrades 7 through 9ap-proximately. Interest level throughout highschool.

Gainsburg, Joseph C., v.nd Spenser, S. 1. BetterReading. New York: Globe Book Company, 1962.

Provides exeuises in developing min ideas,making inferences, outlining, and study skills.Useful as a remedial text.

Ju uph 1 and Gordon, Lillian G. Build-ing ding CoRd fence. New Jersey: C. S. Ham-mond and Company.

Developmental reading textbook empha-sis on thinking. Analytical approach used. Read-ing and study skills in progressive levels of diffi-culty. Reading levelsgrades 5 and 6. Recom-mended for junior high school.

Gates. Arthur I., and Peardon, Celesta. Gates-Peardon Practice Exercises in Reading. NewYork: Bureau of Publications, Teachers College,Columbia University.

Remedial exercises in four bask skills; gen-eral significance of selection, predkling out-comes, understanding directions, and noting de-tails. Recommended for strengthening compre-hension.

Gershenfeld, Howard, and Burton, Ardis. Storiesfor Teen-Agers, Books i and II. New York:Globe Book Company, 1963.

Written primarily for the reluctant teen-agereader. Selections are grouped around themes ofhumor, personal experience, personal problems,and the like, Contains activities, to develop com-prehension, vocabulary, and rate of reading.Approximate levelgrades 5 through 9.

Gilmartin, John G. Words in Action, Gilmartin'sWord Study, Increase Your Vocabulary, andBuilding Your Vocabulary. Englewood Cliffs,New Jersey: Prentice-Hall, Inc., 1950-1957.

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This series attempts to offer the student away to worthwhile written and oral vocabularythrough the development of skill in using affixesand roots, figurative expressions, synonyms, andspelling. Self-checking.

Goldberg, Herman IL, e. d. Brumber, Winifred, eds.The Job Ahead, New Rochester OccupationalReading Series. Chicago: Science Research As-sociates, Inc., 1963.

A multi-level series with accompanying work-books. Reading skills included are word recog-nition, spelling, vocabulary, word study, andcomprehension. Level 1 is approximately grade4; level 2, approximately grade 5; r.nd level 3,approximately grades 7 through 9. Useful withreluctant readers.

Gray, Wiiliane S., et al. Basic Reading -Valls forHigh School Use. Chicago: Scott, Foresman andCompvny, 1958.

A workbook emphasizing word attack andcomprehension skills. High interest content. Ap-proximate reading level--grades 5 through 8.

Guiier, W. S., and Coleman, J. H. Reading forMeaning Series. Philadelphia; J. B. LippincottCompany, 1959.

Graded exercises, levels 9 through 12, em-phasizing comprehension, vocabulary building,and rate. Self-directing, self-pacing, and self-checking.

Gunn, M. Agnella, et al. The Ginn Basic ReadingProgram, Grades 7, 8, D. Boston: Ginn and Com-pany.

Three books (Discovery through Reading,grade 7; Exploration through Reading, grade 8;and Achievement through Reading, grade 9)which emphasize developmental and functionalreading skills plus recreational and enrichmentreading through quality literary selections. Ex-cellent emphasis on building basic skills for aver-age and above average students.

Heavey, Regina, and Stewart, Harriet L. Teen-AgeTales, Books A, B, C and 1-6. Boston: D. C.Heath and Company, 19C,6.

The series is designed to stimulate and mo-tivate interest in reading and to provide a con-tent and format directed to the soLlal andpsychological levels of high school students. Thebooks follow a basal reader approach and pro-vide for a sequential development of basic lead-ing skills. Approximate reading levels rangefrom grades 3 through 6.

,ririp Yourself to improe Your Reading, Books 1and 2. Pleasantville, New York: Reader's DigestEducational Division, 1962.

Designed to help students improve compre-

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hension skills and reading rate. Selections lendthemselves to follow-up discussions. Level 1 isapproximately grade 7, and level 2 is approxi-mately grade S. Self-checking.

Hovious, Carol. New Trails in. Reading. Boston:D. C. Heath Company, 1956.

Fac:;ual, human ;Merest exercises which pro-vide activities to develop basic study skills. Self-directing, self-pacing to promote independentwork. Vocabulary levelgrade 8. Interest levelthrough high school.

Humphreyville, F. T., and . itzgerald, F. S. Readingfor Pleasure Series. Chicago; Scott, Foresmanand Company, 1963.

Three books in the series: Top Flight, On.Target, and In Orbit. Designed to make readinga pleasure by pro -. iding easy reading and a highinterest level content. Selections are short andappealing. Aids to facilitate reading of the se-lections are included in G:e back of the book.

Hurst, John A., and T .1, Judith J. Famous Ameri-cans. Chicago: Mid-Centery Publishing Com-pany, 1965.

Bic6i.,phies written at seventh through ninthgrade reading levels, geared to the reluctantreader.

Hutch:risme Mary M., and Brandon, Pauline R,Ga:airg Independence in Reading Series. Colum-bus, Ohio: Charles 1- :Merrill Books, Inc., 1968.

The three. books in the series, For Horizons,Bright Beacons, and New Landmarks, are de-signed to provide ii.etruction in basic readingand study Useful as basic texts or as sup-plements to basic texts. High interest and lowvocabulary content, e,ith reading levels rangingfrom fifth to seventh grades.

Kottmeyer, William A., and Ware, Kay. Conquestsin Reading. New York: McGraw-Hill Book Com-pany, Inc., 1968.

Remedial workbook for building phonetic,structural, and analytic abilities. Complete re-view text from beginning sounds to refined com-prehension. Reading levelsgrades 4 through 9.

Kottmeyer, William A., and Ware, Key. The MagicIVorld of Dr. Spello. New York: McGraw-HillBook Company, Inc., 1968.

Workbook for corrective program. Manybasic reading essentials included, Recommendedfor remedial high school students. Reading levelgrades 4 through 9.

Lerner, Lillian, and Moler, Margaret. VocationalReading Series, Chicago: Follett PublishingCompany.

Six paperback books to help motivate grop-ing teen-agers to read and upgrade language and

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comprehension skills. Training requirements fornurse, auto mechanic, beautician, butcher, baker,chef, department store worker, and office workerincluded. Recommended for potential dropout ingrades 7 through 12.

Lewis, Norman. How to Read Better and Faster.New York: Thomas Y. Crowell Company, 1958.

A step-by-step, day-by-day training manualin the techniques of rapid, skillful reading, Forindividual use in improving various reading ratesand comprehension skills. Timed selections withself-checking comprehension activities.

Marcatante, John J., and Potter, Robert R. Ameri-can. Folklore and Legends. New York: GlobeBook Company. 19d7.

Collection cf legends written to capture theinterests of the adolescent. Selections are shortenough to be read and discussed during a givenreading period, Comprehension questions in-cluded. Readability levelgrade 4.

McCall, William A., and Crabbs, Lelah Mae. McCall-Crabbs Standard Test LeSSOOR in Reading. NewYork: Bureau of Publications, Teachers College.Columbia University, 1961.

Five books, levels 2 through 12, in gradedcomprehension exercises. Designed to improvespeed and comprehension. Answer keys for self-checking.

Meighen, Mary, et al. Phonics We Use. Chicago,Illinois: Lyons and Carnahan.

With emphasis on sounds of letters and wordparts, these workbooks, levels A through F, con-tain a complete phonics program for remedialstudents.

Miller, Lyle L. Maintaining Reading Efficiency.Laramie, Wyoming: Developmental ReadingDistributors, 1966.

Developmental reading material which in-cludes practices for improving comprehensionand rate skills. Individual rate tables for com-puting reading rate included. For excellent read-ers at the senior high school level.

Miller, Lyle L. Developing Reading Efficiency. Lara-mie, Wyoming; Developmental Reading Distrib-utors, 1962.

Workbook for developmental reading ingrades 7 to 10. Contents include word recogni-tion, word meaning. comprehension, and studyskills.

Miller, Ward S. it'w.d Wealth Junior and WordWealth. New York: Holt, RinchPrt, and Winston.Inc,, 1962 and 1967.

These books attempt to rouse student inter-est and curiosity about language. Lessons includestudies of related meanings, shades of meaning,

study of affixes, roots, synonyms and antonyms,a' 1 spelling. Readability level of Word WealthJunior is grade 6.8; Word Wealth, grade 8.4.

Murphy, George, et al. Let's Read. New York: Holt.Rinehart end Winston, Inc., 1954.

Selections drawn from publications, such asHop's Life, are adapted for remedial and correc-tive use. Comprehension tests follow each selec-tion. Reading levels, grades 4 through 8, with theinterest levels in the four books spanning thejunior and senior high grades.

Neal, Emma, and Foster, Ines. Developing ReadingSkills. New York: Laid law Brothers, 1963.

Specific skills lessons that may be used inmost of the content areas. Three books (A, B,and C) for below average and average readers.

O'Donnell, Mabel; Jones, Daisy M.; and Cooper, J.Louis. From Codes to Captains, Actors to Astro-nauts, and Cotes to Kings. Evanston, Illinois:Harper and Row, Publishers, 1963 and 1964.

Although for the intermediate grades, thesehigh-interest, subject-matter reading books maybe of value in higher grades, especially in re-medial classes. Reading levels range f ^om thefourth grade for Front Codes to Captains to sixthgrade for Coins to Kings.

Poole-, Robert C., et al. Galaxy Series. Chicago:Scott, Foresman, and Company, 1063-1967.

A series of anthologies (Vanguard, Perspec-tives, and Accent: U.S.A.) containing motivatingand int'i (sting selections. Deeloped to improvethe reading skills of average or below averagestudents in grades, 9, 10, and 11 who lack the de-sire or the necessary . kills to become betterreaders. All basic reading skills emphasized. Co-ordinated with the Tactics in. Reading materials.

Potter, Robert R. Myths and Folk Tales Around theWorld. New York: Globe Book Company, 1963.

Designed to help the reluctant reader meetthought-provoking material at reading levelswhich promote successful understanding, Shortintroductions and vocabulary study precede eachunit. Comprehension questions included. Approx-imate reading levelgrade 4.

Reader's Digest Skill Builders. Pleasantville, NewYork: Reader's Digest Educational Division.

Selection of articles and stories from Read-er's Digest written at grade levels 1 through 9.High interest material especially good for thereluctant reader. Each selection is followed bycomprehension and vocabulary building exer-cises.

Robbins, A. Allen. 1Void Study for Improved Read-ing. New York. New Vol.); : Globe Book Com-pany, 1954.

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Complete workbook of practice material invocabulary development. Junior high schoollevel.

Roberts, Clyde. Word Attacks A Way to BetterReading. New York : Harcourt, Brace, andWorld, Inc., 1956.

Presents vocabulary building with five ap-proaches: contextual, auditory, structural, vis-ual, and kinesthetic. Excellent student practiceactivities included. Recommended as completehandbook,

Salisbury, Rachel. Better Work Habits. Chicago, Il-linois; Scott, Foresman and Company, 1932.

Contains detailed practice exercises on manydifferent study skills. For use with average andabove average students in grades 9 through 12.

Schumacher, Melba, et al. Design for Good Reading,Books 1, 2, and 3. New York: Harcourt, Brace,and World, Inc., 1962.

Designed to promote development in compre-hension skills, rate of comprehension, and vo-cabulary knowledge. Reading level: grades 9 and10 for Book 1 and grades 11 and 12 for Book 2.

Shafer, Robert E., arid McDonald, Arthur S. Successin Reading Series. Morristown, New Jersey:Silver Purdett Company, 1967.

A developmental reading program to rein-force comprehension. Materials drawn from sub-ject areas. Can be used with groups or individ-uals. High interest.

Simpson, Elizabeth Better heading, Books 1, 2, and3. Chicago: Science Research Associates, Inc.,1965.

Excellent for improving rate of compre-hension. Contains reading selections followed bycomprehension and vocabulary questions. A time-to-rate conversion table included. Excellent foruse with reading pacers. Reading levels: Book I,grades 5 through 7; Book 2, grades 6 through 8;Book 3, grades 7 through 10.

Smith, Nila Banton. Be a Better Reader Series. En-glewood Cliffs, New Jersey: Prentice-Hall, Inc.,1963.

Series deals with skills necessary for readingin math, science, social studies, and literature.Basic reading skills developed through appro-priate questions with suggested activities fol-lowing each. Reading levels range from grades 5through 12 in the six books of the series.

Spiegler, Charles G., ed. Merrill Mainstream Books.Columbus, Ohio: Charles E. Merrill PublishingCompany, 1968.

Series of five paperback anthologies designedfor students with limited backgrounds. Themesof stories relate to the needs of disadvantagedand reluctant learners. Reading level ranges

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from 4 through 7.5 grades, and interest. levelranges from grades 7 through 12. Teacher's le:-son guide available.

Stone, Clarence, et al. New Practice Readers, NewYork: McGraw-Hill Book Company, 1960.

Paperback books with three part lessons. Jr. -eludes reading skills of word recognition ancomprehension. Reading levels gradesthrough 8.

Strang, Ruth. Study Type of Reading Exercises fo.-Secondary Schools. New York: Bureau of Pub-lications, Teachers College, Columbia. University.1956.

Contains twenty exercises which demonstratevarious reading skills and provide practice inthose skills. Approximate reading levelgrade:,9 through 12.

Taylor, Stanford E., et. al. EDI, Word Clues. Hunt-ington, New York: Educational DevelopmentalLaboratories, Inc.

Books G through M, each c.. whining thirtylessons, levels 7 through 13. Designed to rein-force and refine vocabulary. Self-pacing, self-checking.

Turner, Richard H. Turner - Livingston. Reading Se-ries. Chicago: Follett Publishing Company, 1962.

Series of six booklets, each consisting of 23short episodes centered around the title. Basiccomprehension and vocabulary skills included.Approximate reading levelsgra les 7 through 9.

Wedeen, Shirley U. College Remedial Reader. NewYork: G. P. Putnam Sons, 1959.

Designed to be used with study-type develop-mental reading courses for advanced students.Reading selections are taken from advanced sec-ondary and college level textbooks.

Wilkinson, Helen, and Brown, Bertha D. ImprovingYour Reading. New York: Noble and Noble,1964.

Covers the basic skills of word recognition,vocabulary, and comprehension. Very useful withcorrective and remedial students. Reading levelsgrades 3 through 9.

'Witty, Paul. How to Become a Better Reader. Chi-cago: Science Research Associates, Inc., 1965.

A classic book for teaching basic readingskills at the secondary level. Many practice selec-tions included. Reading levelgrade 9; interes4levelthrough high school.

Witty, Paul. How to Improve Your Reading. Chi-efly(); Science Research Associates, Inc.. 1965.

lriteresting content to develop basic readingskills. 141 decialy helpful fo-- developing Shills ofreading in the social studies. Reading levelgrade 7; interest levelspanning the junior andsenior high school.

Wood, Evelyn N., and Barrows, Marjorie W. Read-ing Skills. New York: Holt, Rinehart and Wins-ton, lac., 1958.

Designed for remedial readers in the juniorand senior high schools. Stresses the develop-ment of vocabulary and comprehension skills.Reading levelgrades 5 through 10.

Hargrave, Rowena, and Armstrong, Leila. Building

Reading Skills Series. Wichita, Kansas: McCor-rnick-Mathers Publishing Company, Inc., 1965.

Designed as a developmental program, thisauditory-visual word analysis. series is especiallyadaptable for use in corrective and remedial pro-grams at the secondary level. Mature in contentand format. Reading level ranges from first tosixth grade.

II. Reading KitsBracken, Dorothy K., et al. Tactics in. Reading Kits.

Atlanta, Georgia: Scott, Foresman and Com-pany, Kit I, 1961; Kit IL 1963; Kit III, 1967.

Kits I and II correlated with Galaxy Programbut may be used separately. In sets of 35 cardseach, the box contains pre and post tests and 102exercises in word context, word sound, wordstructure, dictionary skills, sequence, imagery,inferences, sentence meaning, paragraph readingand word families. Levels 7 through 12. Teach-er's Guide contains answers.

Deighton, Lee C.; Sanford, Adrian B.; et al. TheMacmillan Reading Spectrum. New York: TheMacmillan Company, 164.

Boxed practice materials containing TheSpectrunt of Books for recreational reading andThe Spectrum of Skills for developmental read-ing. Skills materials include vocabulary, ',curdanalysis, and comprehension development activi-ties. Self-directing, self-pacing, and self-correct-ing. Reading level ranges from grades 4 to 6.Useful in the junior and senior high school withhandicapped readers.

Developmental Reeding Laboratory. New York: TheReading Laboratory, Inc.

A kit of 175 exercises divided into eight levelsof reading difficulty, ranging from the sixththrough the thirteenth level. Selections are takenfrom texts in literature, world and Americanhistory, natural i,nd soe ial sciences, art, andmusic. Bask skills are included in 23 timed ex-ercises, Supplementary exercises develop skillsin the English language arts.

Dimensions in Reading, Manpower and Natural Re-sources. Chicago: Science Research Associates,Inc.

Designed for developmental reading for stu-dents who will soon enter the world of work.Over 300 selections are included and are takenfrom popular books and magazines. Eight read-ing levels (4.0 to 11.9) are represented in thematerials, which deal primal ily masculineoccupations.

Loretan, Joseph 0., et al. I ,ildiu Reading Power.Columbus, Ohio: Charles E. Merrill Books, 1964.

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Kit contains programmed exercises of basicskills designed for junior high school use. Read-ing level--grade 5.

Naslund, Robert A. Graph and Picture Study SkillsKit. Chicago: Science Research Associates, Inc.,1961.

Exercises in interpretation of charts, graphs,cartoons, diagrams, and photographs for devel-oping visual perception. Levels 4 through 12.Self-checking.

Naslund, Robert A. Map and Globe Skills Kit. Chi-cago: Science Research Associates, Inc., 1963.

Exercises in interpretation of geographic lo-cations. Levels 4 through 8 or remedial highschool. Teaches relationships, distance, and mapreading.

Naslund, Robert A. and Reporting SkillsKit. Chicago: Science Re earth Associates, Inc.,1962.

Exercises in outlining, assimilating, and sum-marizing. Levels 4 through 6 and high schoolremedial.

Parker, Don, et al. SRA Reu,Tiny Laboratories. Chi-cago: Science Researel. Associates, Inc.

Latest editions levels 1 A, 14, and C; II A, B.and C; III A and B; and IV A range from grades1 through 14. Each laboratory contains multi-level power, rate and listening exercises. Self-checking.

Parker, Don. Vocabulab III. Chicago: Science Re-search Assoicates, Inc., 151117.

Multi-level format, sc'f-pacing, self-checkingvocabulary program. Levels 7 through 12.

Pilot Libraries. Chicago: Science Research Asso-ciates, Inc., 1964.

Library IIC, levels 6 and 7; Library IIIB,levels 8 and 9. Ea .h library contains excerptsfrom books of high litei ary value appropriate ininterest and vocabLh-a,, or junior high students.

Pro(li'il Attainment New York: GrolierEducational Corpora' ion.

One hundred and tweny different readingselections, written at third and fourth readinglevels with high interest. For the potential drop-out. Self-checking.

Reading for Understanding Kit. Chicago: ScienceResearch Associates, Inc., 1963.

General and junior editions available for lev-els 3 through 12. Each kit contains 400 practicecards in comprehension. In 100 graduated levels.Self-checking.

Robinson, H. Alan, et al. Study Skills Library. Hunt-ington, New York: Educational DevelopmentalLaboratories, 1961.

Multi-level sequential exercises in science.social studies and reference skills. Organization,interpretation, evaluation, and location skills areIncluded. Leading levels 3 through 9.

Scholastic Literature Units. New York: Scholastic3ook Services.

Approximately- one hundred high interestpaperbound books in each of the twelve thematic

III. Series of Books for.411 About Books. New York: Random House, Inc.

Twenty books presenting scientific materials.Written in simple vocabulary and sentence struc-ture. Rending levelgrades 3 to 4; interest levelgrades 5 to 12.

American AdreutHre Series by Emmett A. Betts, ed.New York: Harper and Row, Publishers, 1960.

Stories of adventure and biography. Dividedinto logical chapters with end questions for re-view. Illustrated. Reading levelgrades 2 to 6;interest levelgrades 5 to 9.

American. Heritage Junior Library Series. AladdinBooks. New York: American Book Company.

American historical novels written in an easystyle. Many titles. Reading levelsgrades 5 to6; interest levels through adulthood.

Barnes Sport Library. New York: A. S. BarnesCompany.

A series of books prepared to teach the bestway to play a number of games and to partici-pate in such sports as hockey, bowling, tennis.and many others. Reading levelgrades 6 andup; interest levelgrades 8 to 12.

Basic Scieuce. Education Series. Evanston, Illinois:Harper and Row, Publishers.

Titles on all reading levels, oovering morethan seventy-five topics in the physical and bio-logical sciences.

Careers in Depth. Series. New York: Richard RosenPress.

Series of books dealing with many careers,Attractive format, with material designed tohelp young people assess their own interests andabilities as well as suggest necessary trainingand education. Interest levelninth grade up;reading levelgrades 9 and 10.

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units. Wide range of reading levels for individualand group reading of literature for reports anddiscussion. Levels 6 through 11.

The Lit,erature Sampler. New York Xerox, JuniorEdition, 1964; Secondary Edition, 19G2.

Previews of 144 prominent books organizedin 10 interest areas. Develops interest in recrea-tional reading. Paperback, full-length books ac-company the previews. Junior Edition, 4 through9; Secondary Edition, levels 5 through 12.

Irebster's Classroom Clinic. St. Louis, Missouri:Webster Division, McGraw-Hill Book Company,19E3.

Complete remedial kit contains nofessionaltext, word wheels, skills cards, set of paperbackrecreational readers, Conquests in Reading, Ma-gic World of Dr. Spello, and several word games.

Recreational ReadingThe Challenge Readers by L. H. Mountain Wal-

ter M. Mason. Wichita, Kansas: McCormick-Mathers, 1965.

Stories which help students make personaladjustments in getting along with other peopleand in understanding themselves. Interest levelgrade 9 and up.

Checkered-Flag Series. Atlanta: Field EducationalPublications, Inc.

Series of four books about cars, including hotrods, antique motor cars, conventional cars, andrace cars. High in interest with reading levelranging from 2.4 to 2.6 grade levels. Containsexcellent skill building exercises with provoca-tive questions for both oral and written expres-sion.

Childhood of Fa mous Americans Series.Bobbs-Merrill Company.

Biographies of the childhood and youth offamous Americans. Over 150 titles. Reading levelgrades 4 to 5; interest levelgrades 5 to 12.

cowboy Sam Series by Edna Walker Chandler. Chi-cago: Benefic Press.

Stories full of humor and action, with appealfor more mature young people. Reading levelgrades 1 to 3; interest level--second grade andup.

Dan Frontier Series. Chicago: Benefic Press.Series of 9 books written at a reading level

from grades 1 to 3 and of interest from grades1 to 12. Adult action in stories a6out a youngfrontkrsman.

Deep Sea Adrenture Series. Chicago: Benefic PressEasy-to-read series designed to provide in-

teresting stori es. Excellent material for thereluctant reader. Covers rate of comprehension

s.nd comprehension skills. Approximate readinglevel from grades 1 to 5.

Enchantment of America. Chicago: Children'sPress.

Well-illustrated books giving the history ofthe various regions of the United States. Read-ing levelgrades 6 to 8; interest level--grade6 up.

Eerygirls Library. New York: Lantern Press.Short story collections, featuring such high-

interest topics as romance, careers, mystery, andhorses. Reading levelgrades 6 to 8; interestlevelgrades 6 to 10.

Ereryreader Library by William Kottmeyer. St.Louis: Webster Publishing Company.

Simplified classics for those reading atfourth and fifth grade levels. Interest to highschool level. Includes Sherlock Holmes and TheGold Bug.

First Book Series. New York: Franklin Watts, Inc.Simple introductory books in interest areas

of science and animals, occupations, and sports.Reading level of the books ranges from third tosixth grade. Interest level through high school.

Frontier West. New York: Macmillan Company.Exciting accounts of various facets of life in

the 1860's. Reading levelgrades 5 and 6; inter-est levelgrade 5 and up.

Garrard Sports Library edited by Colonel Red Reed-er. Champaign: Garrard Publishing Company.

Stories based on outstanding persons in thesports world. Reading Ievelgrade 4; interestlevelgrade 4 and up.

Interesting Reading Series by Morton Botel, ed.Chicago: Follett Publishing Company, 1961.

Series of several titles written at grade levels1 to 4 lot of interest to junior and senior highschool students. Contains carefully graded vocab-ulary for the reluctant reader. Highly motiva-tional and useful for the development of the rateof comprehension.

Jim Forest Series by John and Nancy Rambeau andGullett. Atlanta: Field Educational Publications,Inc.

Six books from pre-primer to third gradereading level. A story of a boy living with a for-est ranger, engaging in mountain climbing, firefighting, and bandit chasing.

John I. Flaherty Series, Philadelphia: J. B. Lippin-cott.

Series on occupations, including F.B.I., forestranger, and many more. Reading levelgrade 9;interest levelgrades 9 to 12.

Julian Messner Shelf of Biographies. New York:Messner.

Interestingly written, well-tlustratad biog-

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raphies related to the social studies curriculumin junior and senior high school. Reading levelgrade 6 and up; interest levelgrades 7 to 12.

Junior Library Series. New York: William Morrowand Company, Inc.

Series includes fiction, natural science, ad-venture, travel, and biography. Reading levelgrades 2 to 5; interest levelgrades 4 to 12.

Landmark Books. New York: Ratidom House.Series of 50 titles on United States history.

Such topics as Exploration, Settlement, the Co-lonial Period, and National Development areincluded. Reading levelgrades 5 to 8; interestlevelgrades 8 to 12.

Made in Series. New York: Knopf and Co.Presentations of the arts and crafts of dif-

ferent countries. Striking illustrations increasetheir appeal. Reading levelgrades 4 to G.

Modern Adventure Series. New York: Harper andRow, Publishers.

Mysteries that are in a mature-looking for-mat. Exciting plots, about fifth grade difficulty.Good through high school level of interest.

Morgan Bay Mystery Series by John Rambeau andNancy Rambeau. Atlanta : Field EducationalPublications, Inc.

Beautifully illustrated b o k s of mysteriestouched with humor and suspense. Written at asecond to third grade reading level with an in-terest level ranging from fourth to ninth grade.Teachers' guides available with the series.

North Star Books. Boston: HotAtton-Mifflin Com-pany.

Easy-reading books presenting American his-tory attractively. Sonic topics are the Santa FrTrail, The Gold Rush, and Thomas Edison.

Pacemaker Books. Palo Alto, California: FearonPublishers.

Paperback booklets dealing with teen - agecharacters and matters of interest; written onfirst to fourth grade reading levels.

People of Destiny. Chicago: Children's Press.Profusely illustrated biographies geared to

the social studies program. These books are in-terestingly written and brief enough not to over-whelm the reluctant reader.

People to People. New York: Random House.A social studies-oriented program of 35

books. Each book offers detailed informationabout a foreign country. Wide range of readinglevels included and of interest through the ninthgrade level.

Piper Books. Boston: Houghton-Mifflin Company.Twenty-five titles about famous men from

Ponce de Leon to Robert Louis Stex.snson. Read-ing level grades 3 to 6. Interc.: level through-

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out high school. Available in paperback editions.Real People Series. Evanston, Illinois: Harper and

Row, Publishers.Brief, attractive biographies of famous peo-

ple such as Daniel Boone, John Paul Jones, JaneAddams, and Alfred the Great. Reading levelgrades 3 to 4.

Reading Pacemakers. New York: Random House.Fifty books in five interest centers with Skil-

pacers Cards to encourage wide and varied read-ing. Content is of interest in the Reading Pace-makers Green from the third grade to the tenthgrade. Reading Pacemakers Blue also appeal toseventh and eighth grade students.

Rivers of the World. Champaign, Illinois: GarrardPublishing Company.

Twelve books about rivers such as the Ama-zon, Colorado, Mississippi, St. Lawrence, Nile.Thames, and others. Reading levelgrades 4 to7. Interest level up to grades 8 and 9.

Scholastic Reluctant Reader Libraries. EnglewoodCliffs, New Jersey: Scholastic Book Services.

Selected paperbacks for students with limitedskills but maturing interests. Titles are variedfor many tastes, including sports, humor, mys-teries, and romance. Reading levels range fromthird to seventh grades.

Sailor Jack Series. Chicago: Benefic Press.Written at reading levels grades 1 to 3 but

of interest to slow readers in high school. Actionstories of the sea, told humorously.

Signal Books. New York: Doubleday and Co., Inc.Short novels written at a fourth grade level

but of high interest for teenagers. Includes mys-tery, adventure, sports and others.

Signature Books. New York: Grosset and Dunlap.Lively biographies of men and women who

have played a part in molding history. Readinglevelgrades 5 to 7; interest levelgrades 6to 8.

Simplified Classics. Chicago: Scott, Foresman andCompany.

Written at fourth to fifth grade levels andappealing to students in grades 4 to 12. DifferingInd unusual formats.

Sport Readers. New York: Macmillan Company.Series is about swimming, the playground,

and outdoors. Second and third grade difficultybut of interest to slow readers in the junior high.school.

Teen-Age Stories edited by A. L. Furman. NewYork: Lantern Press.

Short story collections designed for easyreading and high interest, Topics include ghosts,spies, and outer space. Reading levelgrades

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4-8; interest levelgrade 4 and up.Terrific Triple Titles Series. New York: Watts.

Each hook is a collection of short storiesbased on a general theme such as sports, dogs,heroes, and ghosts. Reading levelgrades 5 to 6;interest levelgrades 5 to S.

The Reading Ifotivated Series by Heffernan, et al.Atlanta: Field Educational Publications, loc.

Teen-age oriented books which begin with anattention-gripping story. Each book contains acorrelated study plan. Reading levelgrade 4.5to 5.3; interest level to tenth grade.

Trrre Story Biographies. Chicago: Chi'.Iren's Press,Stories of the lives of eight famous men.

Fifth grade difficulty level, but interesting tohigh school students.

We Were There Series. New York: Grosset andDunlap.

Adventure stories combined with historicalfacts. Reading levelgrades 4 to 5; interest levelgrades 5 to 12.

The Wildlife Adventure Series by Leonard an t- Bris-coe. Atlanta: Field Educational Publications.Inc.

Descriptive series on animals on reading lev-els from 2.6 to 4.4 grade level Interest rangethrough eighth grade.

Winston Adventure Seiies. New York: Holt, Rine-hart, and Winston, Inc.

Fiction based on facts in American history.designed for junior high. Reading level-- grades7 to 8. Interesting through high school.

Winston Adventure Books. Philadelphia: Winston.High-interest stories based partially on facts

or persons in American history. Reading level- -grades 6 to 7; interest levelgrade 6 and up.

Winston Science Fiction \'orels. Philadelphia:Winston.

Exciting adventures in the realm of sciencefiction. Reading levelgrades 6 to 7; interestlevelgrade 6 and up.

World Explorer Books. Champaign, Illinois: Gar-rard Publishing Company.

Written at third to sixth grade level and ofinterest through high school.

World Landmark Books. New York: Random House.Historical biography that describes the lives

of great men and events. Thirty-five book s.Reading levelgrades 5 to 6: interest levelgrades 6 to 12.

lVorld Readc-s Bookshelf. New York: La n t c r 71Press, Inc.

Collections of short stories in areas of inter-est, such as sports and mystery. Reading levelgrades 6 to 6. Interest level through high school.

Youitg Heroes Library. New York :Lantern Press.

Novels about mysteries, Indians, sports andother topics of high interest to young people.Reading levelgrades 6-8; i n t e r es t levelgrades 7-10.

Young Sports Stories by Matt Christopher. Boston:Little, Brown and Company.

Sports stories, well-illustrated, with high in-terest value for boys. Various sports are coveredby the different titles in the series. Reading levelgrades 4 to 6; interest levelgrade 5 and up.

IV. Films, Filmstrips, Tapes, and RecordingsAdvanced Reading Skills. Jamaica, New York: Eye

Gate House, Inc.This is a series of filmstrips for use by read-

ers with a wide range of ability and achievement.The purpose of the series is to enable students toread better and faster,

Adventures in Reading. Jamaica, New York : EyeGate House, Inc.

Excellent literature selections presented innine filmstrips as an aid to reading and selectinggood books.

Anatom;. of Language. New York, New York: Folk-ways Records, Inc.

This series of seven records covers vocabu-lary, sentence completion, word relationships,composition, and reading comprehension.

Basic Phonics. Los Anc;;;.::, Calii'ornia: E. R. A.Filmstrips.

A set of four series with six filmstrips perseries and three LP records. This material isgood for remediation of severely retardedreaders.

Retie r Readiug. Wilmette, Illinois: EncyclopediaBritannica Films, Inc.

This film demonstrates methods of improv-ing high school students' speed, comprehension.and vocabulary.

Better Study Habits Series. New York: McGraw-Hill Films.

Important study and learning skills presentedin a set of six filmstrips.

Comprehension Power Paragraphs and Sentences.Grades 3-6, Stanford E. Taylor, et a/. Hunting-ton, New York: Educational Developmental Lab-oratories.

Skills of recall, association, interpretation,and evaluation are presented on these filmstripsto be used with the EDI, Controlled Reader.

Controlled Reader Films. Grades 1-12, Stanford E.Taylor et a/. Huntington, New York: Educa-tional Developmental Laboratories, Inc.

These films, designed for use with the EDI,Controlled Reader, aim to help the student im-prove reading skills, such as rate, vocabulary,and comprehension. They should be used withthe accompanying workbooks.

Cues to Thading. San Francisco, California: C-BEducational Films.

Words, phrases, sentences and paragraphsare taught at many levels in this material.

Cut Your Reading Time. New York, New York: TheReading Laboratory.

This film is a fifteen-minute introduction todevelopmental reading.

Developing Effective Reading-Study Skills. Holly-wood, California: Bailey Films, Inc.

An introduction to good study skills and hab-its. This material may be used as an introductionto a reading course.

Developing Reading Maturity Series. Chicago, Illi-nois: Coronet Films.

These five f ; ems help readers move from lit-eral meanings and understanding to the develop-ment of critical reading power. This series isdesigned for senior high school use.

Discovering Spelling Patterns Series. New York,New York : McGraw-Hill Films, Inc.

This material can be used effectively in aremedial class to improve spelling skills. Thematerial is packaged in six sets.

Fundamentals of Language A r t s. Jamaica, N e NV

York : Eye Gate House, Inc.This filmstrip series is designed to give stu-

dents a knowledge of literature, to encourageliterary appreciation, to develop an interest inthe world of books, and to improve reading forpleasure.

Fundamentals of Reading. Jamaica, New York: EyeGate House, Inc.

This specialized filmstrip series is useful inremedial reading classes for skills practice ac-tivities and review in the mechanics of phoneticsand comprehension.

Fundamentals of Thinking. Jamaica, New York :Eye Gate House, Inc.

A series of nine color filmstrips with teach-ing manual, containing learning concepts.

Fundamentals of Vocabulary Buildir.,. J a ni a i c a,New York : Eye Gate House, Inc.

Nine filmstrips designed to help increasesight and reading vocabulary at the junior highschool level. This set includes a study in config-

uration . . . a valuable exercise in visualization,reasoning, and judgment.

Graded Word Speed-1-0-Strips Sei:es. Chicago,Illinois: Society for Visual Education.

Prepared for use with a tachistoscope, thisfilmstrip series inc:udes two sets of twenty-fivephrases to increase: eye span, develop recognitionof words in context, increase speed and compre-hension in i-eading, increase vocabulary, and im-prove spelling.

Growing Through Reading. Jamaica, New York:Eye Gate House, Inc.

An attractive set of filmstrips aimed to de-velop good attitudes and habits in reading ac-tivities.

How Do You Read? Lafayette, Indiana: Purd ueUniversity.

This film presents exercises for increasingcomprehension and rate.

How to Read. Chicago, Illinois: Society for VisualEducation.

This film presents communication ideas forsenior high and college students.

How to Read e. Book. Chicago, Illinois: Coro netFilms.

This material at a secondary level includesinformation on book selection, parts of a book,rate adjustment, and analysis and evaluation.

Instant Words. Sunland, California: Lear n in gThrough Seeing.

Two sets of filmstrips of the most frequentlyused words in reading and writing. This mate-rial may be used with or without tachistoscopicdevices.

Iowa Reading Films, College Series. Iowa City: TheState University of Iowa.

This college series, showing fifteen short se-lections presented at a controlled rate of speed,is best used with mature students.

The Iowa Reading Films, High School Series, Re-vised. Iowa City: The State University of Iowa.

This series consists of fifteen short films pre-sented at rates of speed ranging from 240 wpmto 600 wpm. A comprehension cheek is containedin the manual.

Learning to Study. Wilmette, Illinois: EncyclopediaBritannica Films.

This secondary level film is an introductionto good study habits.

Listen and Read, Stanford E. Taylor. Huntington,New York: Educational Developmental Labora-tories, Inc.

Listen. and Read consists of a kit of tapes,discs, workbooks, and a teacher's guide A tapeNcorder, and in some instances, headsets are

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needed. The material is graded in levels fromfourth grade to college and adult reading levels.The series emphasizes the need for good listen-ing and ways to develop the ability to listen withgreater attention, discrimination, organization,and retention.

Library Series. New -York: McGraw-Hill TextFilms.

Use of the dictionary, encyclopedia, DeweyDecimal system, and card catalogue are coveredin this secondary level material.

Library Tool Series. New York, New York:McGraw-Hill Text Films.

Special ref ere n ces such as biographicalsource books, the Reader's Guide, gazetteers, at-lases, almanacs, and yearbooks are discussed inthis material.

Listening and Reading Skills. Chicago, Illinois: So-ciety for Visual Education.

Ways to remember what is read and heardand how to take notes are presented in this film.

New Graded Word Phrases. Chicago, Illinois: So-ciety for Visual Education, Inc.

A series of filmstrips to be used with theSpeed-I-O-Scope to improve recognition of wordsand phrases. Primer through senior high schoolreading level.

New Spelling Goals . . . A Program in AuditoryTraini).3. New York, Nev York: Webster Pub-lishing Company.

This is a set of seven filmstrips useful inremediation at the secondary level.

Number Recognition. Sunland, California: LearningThrough Seeing.

This is a set of twelve filmstrips for tachisto-scopic training to improve attention, concentra-tion, retention, visual span, and quickness andaccuracy of perception.

Pay Dirt in Print. New York: Associated BusinessPublication, Inc.

This material shows how development of bet-ter readers contributes to the value of an em-ployee and the success of a company.

l'h o ne tic AnalysisConsonants. San Francisco,California: Pacific Products.

Those four filmstrips are geared for remedia-tion at the high school level.

Phonetic AnalysisVowels. San Francisco, Cali-fornia: Pacific Products.

These filmstrips are designed for interme-diate and elementary levels, but may be used forremediation at the secondary level.

Purdue Reading Films, Junior High School Series.Lafayette, Indiana: Purdue University.

A series of films paced at reading rates from398 to 869 wpm. Emphasis is on improved rateof comprehension. Recommended for use withmature readers.

Reading Comprehension. New York, New York:Folkways Records.

Techniques of reading comprehension arefirst discussed, followed by concrete examples.

Reading Development. Sunland, California: Learn-ing Through Seeing.

Geared to senior high school, college andadult levels. These filmstrips present three read-ing exercises with instructions, lesson materials,quizzes, and reviews.

Reading Effectively. Iowa City: The State Univer-sity of Iowa.

This film is an introduction to reading im-provement and is an orientation to the IowaReading Skills.

Reading Growth Series. Chicago, Illinois: CoronetFilms.

A series of five films, these films are de-signed for the intermediate level, but may beused in secondary remedial reading classes.

Reading Improvement, College and Adult. Sunland,California: Learning Through Seeing.

This film suggests methods of improvingreading for mature students.

Reading Improvement Series. Chicago, Illinois: Cor-onet Films.

This series of film lessons aesses majorleading skills for the junior high school level.Includes comprehension kills, vocabulary skills,word recognition skills, and effective readingrates. One film defines the good reader. Each isan eleven-minute film.

Reading Series. Chicago, Illinois: Society for V:sualEducation, Inc.

These sixteen filmstrips give tachistoscopictraining with the use of words and phrases forgrades 1-6. This material may be used most ef-fectively in a remedial class.

Related Reading Activities. Jamaica, NEW York:Eye Gate House, Inc.

This film stresses the importance of vocabu-lary, spelling, and the listening skills.

School Skills for Today and Tomorrow. Chicago.Illinois: Society for Visual Education.

For junior and senior high school, this mate-rial presents study and reference material.

Seeing Skills. Sunland, California: LearningThrough Seeing.

This material consists of several filmstripsemphasizing ways to improve attention, concen-

tration, accuracy, and retention. Presents skills11 hich transfer to reading and spelling.

The School Library Series, New York: McGraw-HillFilms.

Designed to acquaint the student with the or-ganization and arrangement of the library. Thisseries endeavors to teach the student to use thelibrary independently.

Speed Reading Made Easy. Pleasantville, New York:Educational Audio-Visual, Inc.

This is an introduction to speed reading tech-niques.

Structural Analysis. San Francisco, California. Pa-cific Products.

This set of eleven filmstrips uses familiarwords to illustrate the principles of structuralanalysis. Good for remediation at the junior andsenior high school levels.

Studying for Success. Jamaica, New York: EyeGate House, Inc.

A set of eleven filmstrips with five recordsand a teaching manual designed to encouragestudents to analyze their own study habits andto improve study skills.

Using the Library. Wilmette, Illinois: EncyclopediaBritannica

This series, suitable for junior high schooland remedial senior high school students, pre-sents information on the card catalogue, bookclassification, the dictionary, encyclopedia, andspecial reference books.

Vocabulary Improvement Series. Champaign, Illi-nois: National Council of Teachers of English.

Five records and a study guide which pre-sent one hundred selected words from mass me-dia and general book material. The focus is onfamiliar words which are not really understood.

What's the Word? Boston, Massachusetts: HoughtonMifflin Company.

A series of twelve filmstrips useful for teach-ing structural analysis skills in remedial classes.Excellent for both diagnostic and instructionalactivities, Reading level ranges from fourth tosixth grade.

Word Study Series. New York: McGraw-Hill Films.A set of six filmstrips which explains and

illustrates interesting and useful informationabout word building, synonyms, antonyms, homo-nyms, heteronyms, changes in word meaning.unusual origins of words, and derivations ofwords.

Words and Their Parts Series. Boston, Massa-chusetts: Ginn and Company.

This series of seven filmstrips is designed to

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help develop an understanding in word attack,syllabication, prefixes and suffixes, meaning ofaccent marks, compound words, and plurals.

Your Dictionary and How To Use It. Chicago, Illi-

nois: Society for Visual Education.A set of six filmstrips to be used in establish-

ing good dictionary habits and making themmeaningful.

V. MagazinesAmerican. Girl, 830 Third Avenue, New York, New

York: Girl Scouts of America.Short stories and articles on cooking, sewing,

sports, good grooming, arts and crafts. For ages10 through 17.

Boy's Life. New Brunswick, New Jersey: BoyScouts of America.

Clean fiction, handicrafts, hobbies, hiking,and camping. Good twelve-page comic section.For teen-age and younger boys.

Co-Ed. Englewood Cliffs, New Jersey: ScholasticMagazines, Inc.

Articles of social interest for ages 7 through12. Home Economics also included.

'urrent Events. 55 High Street, Middletown, Con-necticut: American Education Publications.

Remedial vocabulary for junior and seniorhigh levels.

Every Week, 55 High Street, Middletown, Connecti-cut: American Education Publications.

Current events. Vicabulary for levels 8 t 10.Glamour. 420 Lexington Avenue, New York, New

York: Conde Nast.For the young woman; contains information

on clothes, beauty and hair styles, travel notes,entertaining, and home decorating ideas.

Hot Rod. 5959 Hollywood Boulevard, Los Angeles,California: Trend Books, Inc.

For hot rod car enthusiasts and amateur meMantes. Appeals to modern teen-age point ofview.

Junior Review. 1733 K Street, N.W., Washington,D. C. 20006: Civic Education Service.

Based on geography, gives students an intro-duction to national and world problems. Forjunior high school level.

Junior Scholastic, Englewood Cliffs, New Jersey:Scholastic Magazines, Inc.

Current events for G through 8 grade level.Mechanix Illustrated. Fawcett Place, Greenwich,

Connecticut: Fawcett Publications, Inc.Of interest in the technically inclined. In-

cludes workshop projects. Grades 7 through 12.Outdoor Life. 355 Lexington Avenue, New York,

New York, 10017: Popular Science PublishingCompany.

Of interest to students who love out-of-doorsports, wildlife, and the like. Junior and seniorhigh level.

Popt r Mechanics. 575 Lexington Avenue, NewYork, New York 10022: Popular MechanicsCompany.

Of high interest to technically inclined. Gradelevels 7 through 12.

Popular Science. 575 Lexington Avenue, New York,New York 10022: Popular Mechanics Company.

Articles of interest in the field of science.Read. 55 High Street, Middletown, Connecticut:

American Education Publications.High interest articles on a variety of sub-

jects. Remedial junior and senior high.Scope. Englewood Cliffs, New Jersey: Scholastic

Magazines, Inc.Written for the disadvantaged. Reading level

grades 4 to 6. Interest levelgrades 9 through12.

Seventeen, 320 Park Avenue, New York, New York10022: Triangle Publications.

Young fashion, fiction, beauty, movies, mu-sic, ideas and people for teens.

VI. Games for Teaching SkillsDolch, Edward W. Consonant Lotto. Champaign, Il-

linois: The Garrard Press.Teaches fundamental steps in phonics.

Dolch, Edward W. Group Word Teaching Game.Champaign, Illinois: The Garrard Press.

Played like Bingo.Doich, Edward W. Know Your States. Champaign,

Illinois: The Garrard Press.Practice activities for developing an under-

standing of geography, spelling, sounding, andpronunciation.

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Doich., Edward W. Take. Champaign, Illinois: TheGarrard Press.

Matching sounds of beginning, middle, andendings of words.

Dolch, Edward W. The Syllable Game. Champaign,Illinois: The Garrard Press.

Makes students aware of word parts and aneed for word attack.

Doich, Edward W. Vowel Lotto. Champaign, Illinois :The Garrard Press.

Practice in thinking and matching sounds.

Educational "Password." Springfield, Massachu-setts: Milton Bradley Company.For practicing sight and picture words.

Phonetic Quizmo. Springfield, Massachusetts: Mil-ton Bradley Company.

Played like Bingo.Phonetic Word Builder. Springfield, Massachusetts:

Milton Bradley Company.Consists of consonants, vowels, Ilends, and

endings.Phonetic Word Drill Cards. Buffalo, New York:

Kenworthy Educational Services, Inc.Sets A, B, and C. Each set has 10 basic flip

chart cards for practice with word families.Phonic Rummy. Buffalo, New York: Kenworthy

Educational Services, Inc.Four sets: A through D (for levels 1 through

5). Practice in matching vowel sounds.Sentence Builder. Springfield, Massachusetts: Mil-

ton Bradley Company.Practice in developing sentence sense.

Liao. Buffalo, New York: Kenworthy EducationalServices, Inc.

Ninety cards for auditory, visual, and kines-

thetic practice with phonetic elements. Levels 1through 4.

Word and Phrase and Sentence Builder. Buffalo,New York: Kenworthy Educational Services,Inc.

Practice in forming sentences.Ilford Blends. Buffalo, New York: Kenworthy Edu-

cational Services, Inc.Flip cards which present J 44 words for creat-

ing interest in learning blends.Word Builders. Buffalo, New York: Kenworthy Ed-

ucational Services, Inc.Letter cards for creating new words. To in-

crease speed of spelling and reading basic sightvocabulary.

Word Prefixes. Buffalo, New York: Kenworthy Ed-ucational Services, Inc.

Flip cards which present 23 different pre-fixes, making 216 words for practicing prefixsubstitution.

Word Suffixes. Buffalo, New York: Kenworthy Ed-ucational Services, Inc.

Flip cards which present 24 word endings,making 144 words for practicing suffix substi-tution.

VII. MechanicalTachistoscopes

All-Purpose Tachistoscope Attachinent. Lafay-ette, Indiana : Lafayette Instrument Com-pany.

Use with any make of projector. Speedsrange from 1/100 second to full second forexposing materials on a screen.

AVR Eye-Span Trainer, Model 10. Chicago, Illi-nois: Audio-Visual Research Company.

Hand operated tachistoscope for use withprepared slides printed on heavy index cardstock. Provides training in numbers, words,and phrases. Inexpensive item.

AVR Flash-Tachment. Chicago, Illinois: Audio-Visual Research Company.

Converts any 2 x 2" slide or filmstrip pro-jector into classroom tach in a few minutes.Speeds range from 1/25 to 1/100 second.

Electro-Tach. Lafayette, Indiana: Lafayette In-strument Company.

For individual '.se or in small learningteams. Uses coded 5 x 51/2" cards. Electronicflash unit with speeds from 1/100 to 1 sec-ond.

The use of mechanical devices, such as tachistoscopes andpacers, should be limited. When used, these devices should beused with individuals and small tram groups by the most effi-cient teachers. The use of a mechanical device set at a par-ticuIar rate for an entire class g-roon is not recommended.

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Devices'EDL FlashX Tachistoscope. Huntington, New

York: Educational Developmental Labora-tories, Inc.

Round, metal, hand-operated tachisto-scope for exposing numbers, letters, andwords at 1/25 second. Can be used individ-ually or with small groups of 3 to 5 students.Inexpensive item.

Available cards for use with the instru-ment range in difficulty levels from grades1 to 13.

EDL Tack X Projector. Huntington, NewYork: Educational Developmental Labora-tories, 1950 or 1951.

This special filmstrip projector must beused with special EDL filmstrips whichrange in difficulty from K through 14 read-ing grade levels. Highly motivational ma-chine.

Keystone Standard Tachistoscope. Meadville,Pennsylvania: Keystone View Company,1963.

This device contains a shutter which canbe adjusted to various speeds for flashingnumbers, words, phrases, sentences, andparagraphs to increase "eyespan" and to re-duce fixations. Must be used with slicks pre-pared for the device. Should be used with an

individual or small groups, not with an entireclass.

Keystone Tachette. Meadville, Pennsylvania:Keystone View Company.

This is a portable device to give individualpractice for increasing perceptual efficiency.

Percepta-Matic Tachistoscope. Portland, Oregon:Percept a-M atic.

For individual or group tachistoscopictraining at speeds from 1;100 to 1/10 second.

Phrase-Flasher. New York: The Reading Lab-oratory, Inc.

For individual training using card setssupplied with the device. Inexpensive item.

Speed - I - 0 - Scope (Graf lex), Chicago, Illinois:Society for Visual Education, Inc.

This is a simple attachment for any stan-dard projector and for use with Tachisto-scopic Training Filmstrips or Speed-I-0-Slides for improvement in word recognition,phrase recognition, and rate. Should be usedwith an individual or small group, not an en-tire class.

Tachist-O-Flasher. Chicago, Illinois: Science Re-search Associates, Inc.

A manually operated tachistoscope whichfits any filmstrip projector. Provides expos-ures at rates from 1/20 to 1/40 second. Kitsof materials on various levels are availablefor use with this device.

Tachistoscope. Lafayette, Indiana: Lafayette In-strument Company.

A combination slide and strip film pro-jector. Shutter speeds adjustable from 1/100to 1 full second.

Accelerating DevicesAVR Reading Ratemeter. Chicago, Illinois:

Audio-Visual Research Company.A speed reading device which rushes a

cross-bar down the pages. The rate of down-ward movement of the cross-bar can be con-trolled. A chart is placed on the machine tohelp compute words per minute.

Craig Reader. Los Angeles, California: CraigResearch, Inc.

An instrument designed for individualuse or small team learning, the Craig Readerutilizes 35 mm. single-frame filmstrips aimedto improve rate and comprehension. Basic-ally, this device is a reading pacer, especiallyhelpful in developing good eye l bits in read-ing. Speeds can be varied from 100 wpm toover 2,000 wpm.

EDI, Controlled Reader. Huntington, New York:Educational Developmental Labo!atories,Inc., 1950.

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A controlled device designed especially tobe used with EDL filmstrips ranging inreading levels from K to 14. Exposes a con-tinuous story through a moving slot at speedsfrom 60 wpm to 1,000 wpm. Students cannotlook back.

The series of accompanying filmstrips aredesigned to improve vocabulary, fixations,study skills, comprehension, And rate. Shouldbe used with small groups who are reading ata given level within the classroom. Should riothe used with an entire class group.

Accompanying guides are available to usefor pre-reading and follow-up activities.

EDL Controlled Reader Junior. Huntington,New York: Educational Developmental Lab-oratories, Inc.

Same as controlled reader, except smaller.Uses same film. For individual or very smallgroup use.

EDI, Skimmer. Huntington, New York: Educa-tional Developmental Laboratories, Inc., 1950or 1051.

A special device, designed for use with thebook, Skimming and Scanning. A small lightbeam moves down the center of the page inexactly thirty seconds. Motivates reader toskim for important ideas. For individualtraining only.

Keystone Reading Pacer. Meadville, Pennsyl-vania: Keystone View Company.

For individual training, this device con-sists of a framed holder for a book or otherreading material over which a thin metal roddescends as a pacer. Dial controls speed ofrod.

PDL Perceptascope. St. Louis, Missouri: Percep-tual Development Laboratories.

A multi-function machine which can actas a controller, pacer, accelerator, motion pic-ture projector, filmstrip projector, and tach-istoscope. Can project material at 41 differ-ent speeds from 120 to 4,320 wpm.

Shadowscope Reading Pacer. Chicago, Illinois:Psychotechnics, Inc.

An individual pacer, this device uses themoving beam of light technique. The beamguides the reader down the page at ratesfrom 100 to 3,000 wpm. Any reading materialcan be used with this device.

SRA Reading Accelerator, Model III. Chicago,Illinois: Science Research Associates, Inc.

The SRA Reading Accelerator is a deviceto assist individual readers to improve read-ing rate, A moving shutter travels at ad-

justed speeds from 50 to 2,600 wpm. Entirelymechanical and for use with any materials.

Tachomatic 500 Projector. Chicago, Illinois:Psychotechnics,

A variable speed 35 mm. filmstrip pro-jector which presents Tachomatic Films atspeeds from 100 to 2,000 wpm. Should beused with small groups reading at a particu-lar level within a class, sot with an entireclass group.

Other DevicesThe Languege Master. Chicago: Bell and Howell

Company, 1965.A machine device similar to a tape re-

corder, utilizing commercially prepared orteacher-made cards only. These cards havemagnetic tape at the bottom v. ash makes itpossible for the student to hear a word thatis printed or illustrated at the top of the card.

Can be used with an individual student or agroup using earphones and a junction box.The material is programmed for a linguisticsapproach to the teaching of reading and oral'anguage. Excellent device for developing)mproved oral language skills.

Audio Flashcard System. North Haven, Connect-icut: Electronic Futures, Inc., 1968.

A machine device whichz'eombines audio-visual and kinesthetic exercises, utilizingeither commercially prepared or teacher-made cards for reading and language skillsdevelopment and improvement. Students cansee objects, words, sentences, or situationsdepicted on lesson cards, read the ,Iescrip-tions, and simultaneously hear the correctsounds. Students can record and comparetheir own responses with the programmedmaterial. Recommended for individual use.

APPENDIX H

Book Selection AidsAmerican Library Association. A Basic Book Col-

lection for Elementary Grades. 7th ed. Chicago:American Library Association, 1960.

A selective, annotated list of books to guidethe librarian purchasing an initial book collec-tion, with the aim of having a balanced collectionas well.

American Library Association. A Basic Book Col-lection for High Schools. 7th ed. Chicago: Amer-ican Library Association, 1963.

Annotated list designed to assist the librarianin making first purchases for a new library.

American Library Association. A Basic Collectionfor Junior High Schools. 3rd ed. Chicago: Amer-ican Library Association, 1960.

Annotated list of books basic in subject mat-ter and content to the establishment of a smalljunior high library.

American Library Association. Books for Children,1960-1965. Chicago: American Library Associa-tion, 1966.

American Library Association. Books for Children,1965-1966. Chicago: American Library Associa-tion, 1966.

American Library Association. Beaks for Children,1966-1967. Chicago: American Library Associa-tion, 1967.

American Library Association. Books for Children,1967-1968. Chicago: American Library Associa-tion, 1968.

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Books recommended in the A. L. A. Book list,covering a wide range of subjects as well asreading levels. Descriptive, critical annotationsgiven for each book.

American Library Association, Young Adult Ser-vice Division. Doors to More Mature Reading.Chicago: American Library Association, 1964.

An annotated list of about 150 adult bookswhich are useful with young people. Long de-scriptions are given, doing much to give thetheme of the selection and being helpful in givingbook talks.

Baker, Augusta. Books About Negro Life for Chil-dren. New York: New York Public Library,1963,

Gives short annotations on books suitable forboth elementary and secondary school students,arranged by subject and age level.

Crosby, Muriel, ed. Reading Ladders for Human Re-lations. 4th ed. Champaign, Illinois: NationalCouncil of Teachers of English, 1963.

An annotated bibliography of books chosenbecause they would aid young people to grow inunderstanding themselves, the problems ofachieving maturity, and re'ationships with peo-ple of other lands. Each sublisting is al ranged inorder of increasing difficulty of reading.

Deason, Hilary J. The A,A.A.S. Science Book Listfor Young Adults. Washington, D. C.: AmericanAssociation for the Advancement of Science,1964.

Annotated list of books in the biological,physical, behavioral, medical, engineering, agri-cultural, a n d mathematical sciences. The listwas designed both as a guide to reading in thesefields and as an acquisition guide.

Duna, Anita, d al. Fare for the Reluctant Reader.Rev, ed. Albany, New York : Capital Area SchoolDevelopment Association, Albany State TeachersCollege, 1952.

Annotated list of books to stimulate the re-luctant to read.

Emery, Raymond C., and Houshower, Margaret B.,compilers. High InterestEasy Reading for Jun-ior and Senior High School Reluctant Readers.Champaign, Illinois: National Council of Teach-ers of English, 1965.

This bibliography is arranged by interestcategories with reading level, interest level, andbrief description given.

Kress, Roy A. A Place to Start. Syracus e, NewYork: Reading Center, Syracuse University,1963.

A list of books suitable for retarded readersranging from the upper elementary to highschool grades. Titles are roughly graded andgrouped in several subject and general areas.

Library Journal. A Catalog of 3300 Best Books for:Children. New York: R. R. Bowker Company,Annual.

An annually published listing of 4,000 booksselected as outstanding titles for children's li-braries. New titles are chosen from those receiv-ing good reviews in the SCHOOL LIBRARYJOURNAL, with general excellence, timeliness,and sustained popularity helping to determinethose titles retained from year to year.

National Assr'ciation of Independent Schools, Li-brary Committee. 3000 Books for SecondarySchool Libraries. 2nd ed. Boston, Massachusetts:National Association of Independent S?hools,1965.

Annotated list of books selected by the asso-ciation as being basic to a secondary school H-bra ry.

National Council of Teachers of English. Adventur-ing with Books; A Reading Li-st for ElementaryGrades. Champaign, Illinois: National Councilof Teachers of English, Annual.Reading list, with brief annotations, of books

for elementary school students and secondary stu-dents who are poor readers. Topical sublistings helplocate particular types of stories. Subdivisions aremade according to reading difficulty also.National Council of Teachers of English. Books for

You; A Reading List for Senior High School

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Students. Rev. ed. New York : WashingtonSquare Press, 1969.Readini, lists, by interest categories, selected

and annotated by the Committee an The Senior HighSchool Book List. Fiction and non-fiction are in-chided, with the development .of a lifetime habit ofreading for pleasure the chief aim.National Council of Teachers of English, Committee

on College Reading. Good Reading. New York :Mentor Books, 1964.Brief annotations of more than 1000 books, ar-

ranged according to historical period and type ofwriting. Excellent guide for college-bound students.National Council of Teachers of Englis h. Your

Reading, A Reading List for Junior High SchJoiStudents. Champaign, Illinois: National Councilof Teachers of English, 1966.Reading list, annotated, prepared for junior high

school students. Subdivisions made according to thewide range of interests of this age group.New York Public Library. Books for the Teen-Age.

New York: New York Public Library.An annual annotated list of books for young

people.Roos, Jean Carolyn. Patterns in Reading: An Anno-

tated Book List for Y o un g People. Chicago:American Library Association, 1962,Annotated book list of items for teen-agers

grouped according to interest areas. Within eachcategory, items are arranged in order of difficulty.S'aimons, John S., and Rosenblum, Helen O'Hara.

The Reading Improvement Ito dbook. Oshkosh,Wisconsin: Reading Improvement, 1965.An excellent listing of professional books, class-

ron materials, reading devices, and other mate-rials for helping to improve the reading skills ofstudents.Spache, George D. Good Reading for Poor Readers.

Rev. ed. Champaign, Illinois: Garrard Pub..sh-ing Co., 1964.Recognizing the need to put the right book in

the hands of the right student, this book attemptsto give specific help in satisfying interest needs andreading difficulty needs in supplying books for thereluctant reader.Strang, Ruth, et al. Gateways to Readable Books.

4th ed. New York: H. W. Wilson Company, 1966.Annotated list of books in many interest areas,

graded according to difficulty and chosen to helpstudents who have reading difficulties.Walker, Elinor. Book Bait. Chicago: American Li-

b r ar y Association, 1957.Annotated list of about 100 adult books popular

with teen-agers.H. W. Wilson Company. Children's Catalog. lilh. ed.

New York : H. W. Wilson Company, 1966.Annotated catalog, with a n n u al supplements,

listing books in fiction and in all areas of non-fiction.Reading levels indicated.H. W. Wilson Company. Junior High School Library

Catalog. Edited by Rachel Shor and Estelle A.Fidell. New York : H. W. Wilson Company, 1965.Selected, annotated listing of books suggested in

supplying a balanced book collection for junior high

APPENDIX IPeriodicals Reviewing Non-BookMedia for Reading Instruction

school students. Annual supplements keep it con-temporary.H. W. Wilson Company. Standard Catalog for High

School Libraries. New York : H. W. Wilson Corn-pan". 1967.An i.-graded, annotated listing of books useful

for grades 1042. Descriptions helpful in choosingmaterials to satisfy special interest needs ofstudentc.

S

ASFA NOTES. American Science Film Assoc., Apply Irr.Washington, I). C. 20010

AUDIOVISUAL INSTRUCTION. DAVI. NationalEd. Assoc., Washington, D. C. 20036

AV COMMUNICATION REVIEW, DAVI. NationalEd. Assoc., Washington, D. C. 20036

BALANCE SHEET. Southwestern Publishing Co.,5101 Madison Road, Cincinnati, Ohio 45227

BOOKLIST AND SUBSCRIPTION BOOKSBULLETIN. American Library AssociationChicago, Illinois 60611

BUSINESS SCREEN MAGAZINE. Bus. ScreenMags., Inc., Chicago. Illinois 60620

44,

6

Pk

0re.4)

a)

C.);0.M

1.

H

6.00 Mo. E,J,S

6.00 Mo. ,,' v E,J,S

10Free Mo.

Bi-wkly.Sept.-

8.00 July

8per

3.00 year

CLEARING HOUSE. Fairleigh Dickinson Univcrsity,Teaneck, New Jersey 07666

for 95.00 Mo.

CONSUMER BULLETIN. Consumers Research, Inc., 5.00Washington, D. C.

Mo.

CONSUMER REPORTS. Consumer Union of U. S., 6.00 Mo.Inc., Mount Vernon, New York 10550

EDUCATIONAL SCREEN AND AV GUIDE. Trade 4.00 Mo.Periodicals Inc., 434 S. Wabash Avenue, Chicago,III. 60605

ELEMENTARY ENGLISH. National Council ofTeachers of English, 508 South Sixth St.,Champaign, III. 61821

124

127

8per

7.00 year

E,J,S

S

S

S

E,J,S

'17 0P7 1

a u074 -E

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73r.T.4 i1, r-4

5.00EFLA BULLETIN. Educational Film Library Assoc., for Mo. E,J,S

New York, N. Y. 10019 members

ENGLISH JOURNAL. National Council of Teachersof English, 508 South Sixth St.,Champaign, Ili. 61821

FILM NEWS. Film News Co., 250 West 57th St.,New York, N. Y. 10019

HORN BOOK MAGAZINE. Horn Book, Inc.,585 Boylston St , Boston, Mass. 02116

9per

7.00 year

Bi-6.00 Mo.

HIGH FIDELITY. High Fidelity, 7274 PublishingHouse, Great Barrington, Mass. 01262

6per

6.00 year

H

7.00 Mo.

E,J,S

E

10per

INDUSTRIAL ARTS AND VOCATIONAL EDUCA- 4.00 year E,J,STION. Bruce Publishing Co., North Broadway,Milwaukee, Wisconsin 53201

INSTRUCTOR. The Instructor Publications, Inc.,Dansvilie, New York 14437

10per

7.00 year

INSTRUMENTALIST. Instrumentalist Company,1418 Lake St., Evanston, III. 60201

JOURNAL OF BUSINESS EDUCATION.16 S. Franklin Street, Wilkes-Barre, Pa, 18701

11per

6.00 year

8per

5.00 year ,'

LIBRARY JOURNAL. R. R. Bowker Co.,1180 Avenue of the Americas, New York, N. Y.

Bi-wkly,Sept..

10.00 July

J,S

E,J,II

MEDIA AND METHODS, Media and MethodsInstitute, Inc., 124 East 40th Street,New York, N. Y. 10016

NATION'S SCHOOLS. McGraw -Hill Publications,1050 Merchandise Mart, Chicago, Illinois 60654

9per

3.00 year

26.00 Mo,

126

128

Quar-NCSC'': NEWS. National Center for School and Apply terly

College Television, Box A, Bloomington, Indiana

NSPI JOURNAL. NI; tional Society for ProgrammedInstruction, Trinity Univ., 715 Stadium Or.,San Antonio, Texas 78212

10per

7.50 year

10PTA MAGAZINE. PTA Magazine, 700 N. Rush Street, 2.00 Mo. 1 E,J,S

Chicago, Illinois 60611

SATURDAY REVIEW. Saturday Review, Inc., 8.00 wkly.530 Madison Avenue, New York, N. Y. 10017

SCHOLASTIC TEACHER. Senior Scholastic,50 West 49th St.. New York, N. Y. 10531

SCHOOL MUSICIAN. The School Musician,4 East Clinton St., Joliet, Ill., 60931

wkly.9

5.00 Mo.

10per

4.00 year J ,/ ,/

J,H

9per

SCIENCE TEACHER. The National Science leachers 10.00 year J E,J,HAssoc., 1201 Sixteenth Street,Washington, D. C. 20036

8per

SOCIAL EDUCATION. National Council for the 7.00 year J J J,HSocial Studies, 1201 Sixteenth Street,Washington, D. C. 20036

SOCIAL STUDIES. The Social Studies,112 S. New Broadway, Brook lawn, N. J. 08030

TAPE RECORDING. E as tern News Distributors,Inc., 155 W. 15th St., New York

7per

5.00 year J E,J,S

Bi-3.00 Mo.

9per

TODAY'S EDUCATION. National Education 10.00 year ./ E,J,SAssociation, 1201 16th St., NAV.,Washington, D. C. 20036

SCIENCE AND CHILDREN. National ScienceTeachers Assoc., 1201 16th St., N.W.,Washington, D. C. 2003G

8per

9.00 year E,J,S

126

129

APPENDIX J

Addresses of Professional Organizations and PublicationsAssociation For Supervision and Curriculum Devel-

ment1201 Sixteenth Street NWWashington, D. C. 20036

Education Leadership1201 Sixteenth Street NWWashington, D. C. 20036

Elementary EnglishNational Council of Teachers or English508 S. Sixth StreetChampaign, Illinois 61820

English HighlightsScott, Foresman and Company3145 Piedmont Road, NEAtlanta, Georgia 39305

Department of Reading Teachers and SupervisorsThe South Carolina Education Association421 Zimalcrest DriveColumbia, South Carolina 29210

The English JournalNational Council of Teachers of English508 S. Sixth StreetChampaign, Illinois 61820

International Reading AssociationSix Tyre StreetNewark, Delaware 19711

Journal of Communica tionAllen Press, Inc.Lawrence, Kansas 66044

Journal of ReadingInternational Reading AssociationSix Tyre StreetNewark, Delaware 19711

Journal of Reading BehaviorNational Reading ConferenceSchool of EducationUniversity of GeorgiaAthens, Georgia 30601

National Reading ConferenceSchool of EducationUniversity of GeorgiaAthens, Georgia 30601

National Society For the Study of CommunicationR. Wayne Pace, Executive SecretaryDepartment of SpeechUniversity of MontanaMissoula, Montana 59801

Reading ImprovementBox 126Oshkosh, Wisconsin 54901

Reading NewsreportP. 0. Box 8036Washington, D. C. 20024

APPENDIX K

Sources for Readability FormulasDale-Chall Formula

Dale, Edgar, and Chall, Jeanne S. "A Formulafor Predicting Readability." EducationalResearch Bulletin, 27 (February 17, 1948),37-54.

Flesch FormulaFlesch, R. F. "A New Readability Yardstick."

Journal of Applied Psychology, 32 (1918),221-233.

Fry Graph of ReadabilityFry, Edward. "A Readability Formula That

Saves Time." Journal of Reading, II (April,1968), 613-516 and 676-578.

127

Gunning Readability FormulaLauback, Frank C., and Lauback, Robert S.

Toward World Literacy. Syracuse: SyracuseUniversity Press, 1900, 216-217.

Lorge FormulaLorge, Irving. "Predicting Reading Difficulty

of Selections for Ghildr en," ElementaryEnglish Review, XVI (October, 1939), 229-233.

Reading-Ease CalculatorScience Research Associates, Inc. Reading -Ease

Calculator. Chicago: Science Research Asso-ciatos, Inc., 1950.

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APPENDIX L

Films for In-Service ProgramsThe State Department of Education Audi o-

Visual Library has a number of teacher educationfilms for in-service programs in reading. These areavailable by direct request to the Audio VisualLibrary.

Included among films especially designed forsecondary teachers is the Syracuse Thriversity Serieson Secondary Reading. Intended as a whole to pre-sent the basis for a comprehensive in-service pro-gram for secondary teacher: of English, reading,and other subject areas, the films were developedin cooperation with the Jamesville-Dewitt SchoolDistrict in New York and should be viewed sequen-tially. The ten films demonstrate the organizationof secondary school reading programs, stress flex-ible approaches adaptable to many schools andclasses, suggest ways that all secondary teachers candevelop subject-related reading skills as a part oftheir regular instruction, and contain ideas for im-proving the use of the school library. The films takea strong stand for developmental teaching and ques-tion overemphasis on the use of mechanical devices

for reading skills improvement. The series is supple-mented by A Guide to an In-Service C our s eTeaching Reading in Secondary Schools, worktextmaterial which describes how to use the films as thecore of an in-service program.

Titles and viewing time for each film are asfollows:

TITLES Time"Organizing the Reading Program" (22"Analyzing Reading Achievement" (20"The Handicapped Reader' (21"Vocabulary Development" (19"Developing Comprehension Skills" (12"Reading to Remember" (20-22"The Library and the Reading

Program""Developing Skills for Reading

Literature""Efficient Reading""Report from the Reading

Coordinator"

APPENDIX M

A Selected List of Professional Aids in Secondary ReadingAustin, Mary; Bush, Clifford; and Huebner, Mil-

dred H. Reading Evaluation: Appraisal Tech-niques for School and Classroom. New York:Ronald Press, 1961.

An excellent guide for appraising progress inreading and for implementing an evaluation ofthe total school reading program, from beginningreading through Grade 9.

Bamman, Henry A.; Hogan, Ursula; and Green,Charles E. Reading Instruction in The SecondarySchool. New York: David McKay, 1961.

Discusses the teaching of reading in the majorcontent areas and gives suggestions for the im-provement of reading skills in these content areas.Includes sections on developmental and remedialprograms. Provides an extensive listing of mate-rials for students and teachers.

Harbe, Walter B. Educator's Guide to PersonalizedReading Instruction. Englewood Cliffs, New Jer-sey: Prentice-Hall, 1061.

Comprehensive description of an individual-ized reading program. Includes sections useful toall teachers: skills check-lists, selecting reading

128

14A

minutes)minutes)minutes)minutes)minutes)minutes)

(19 minutes)

(13 minutes)(11 minutes)

(13 minutes)

materials for students, and determining readinglevels of students.

Blair, Glenn M. Diagnostic and Remedial Teachingin Secondary Schools. New York: Macmillan Com-pany, 1956.

Major part of this book considers specific di-agnostic and corrective procedures in reading andrelated language skills programs.

Bond, Guy, and Bond, Eva. Developmental Readingin High School. New York: Macmillan Company,1946.

Entire source directed toward some aspect ofthe secondary reading program; particular em-phasis placed upon organization and proceduresof developmental and remedial phases.

Bond, Guy L., and Tinker, Miles A. Reading Diffi-culties: T heir Diagnosis and Correction. NewYork: Appleton-Century-Crofts, 1967.

An extremely useful handbook for the teacher.Provides detailed information on diagnostic andremedial procedures. Includes extensive lists oftests, materials, and aids for the reading program.

Bullock, Harrison. Helping the Nor- Reading Pupil

in the Secondary School. New York: Bureau ofPublications, Teachers College, Columbia Univer-sity, 1956.

Contains case materials and suggestions pre-sented to help teachers understand the non-read-ing pupil and ways to work more effectively withhim. Specific discussion of how high school staffmembers may teach reading and adapt readingtasks to meet individual meds.

Carrillo, Lawrence. Reading Institute ExtensionService, Grades 7-12. Chicago: Science ResearchAssociates, Inc., 1965.

A eries of eight units of materials which pro-vide information on testing, organizing readingprograms, instructional materials, reading inter-ests, gifted and retarded readers, and evaluationof reading programs.

Cleary, Florence D. Blueprints for Better Reading;School Programs for Promoting Skill and Interestin Reading. New York: H. W. Wilson Company,1957.

An "idea book" for teachers and librarians.Role of the librarian in the reading program ex-plained. Suggestions for the evaluation and selec-tion of instructional materials.

Dawson, Mildred A., ed. Developlm High SchoolReading Programs. Newark, Delaware: Interna-tional Reading Association, 1967.

A collection of articles reprinted from publi-cations of the International Reading Association.Sections include: Nature of a DevelopmentalReading Program, Initiating a High School Read-ing Program, Organization of a Reeding Pro-gram, The Reading Curriculum, . rocedures andTechniques, and Corrective and Remedial As-pects.

Dawson, Mildred A., and Bamman, Henry A. Fun-damentals of Basic Reading Instruction. 2nd ed.New York: David McKay Company, 1963.

Revised book which gives a concrete objectivepresentation of all reading methods. Careful at-tention is given to the findings of research !Ind toprocedures most effective in the classroom. Spe-cial attention is given to the skills of word analy-sis, of comprehension and interpretation, and ofstudy in books. Excellent for the beginningteacher of reading.

De Boer, John J., and Da llman, Martha. The Teach-ing of Reading. Rev. ed. New York: Holt, Rine-hart, and Winston, 1964.

Clearly written text on methods for classroominstruction in the various Allis areas. A goodsource of classroom activities and good explana-tion of sequential developmental skills.

129

Dechant, Emerald V. Improving the Teaching ofReading. Englewood Cliffs, New Jersey: Prentice-Hall, 1964.

Valuable reference for classroom teacher. De-tailed sections on phonetic analysis and phonicsskills, developing a meaningful vocabulary, andadvancing comprehension skills. Extensive sec-tion on materials for teaching.

Deighton, Lee C. Vocabulary Development in theClassroom. New York: Bureau of Publications,Teachers College, Columbia University, 1959.

Provides practical approaches to the teachingof vocabulary. The author questions the use ofcontext clues and word analysis methods for vo-cabulary development. He proposes the study ofword parts with fixed, invariant meanings and anEnglish baseword method.

Dolch, Edward W. Methods in Reading. Champaign,Illinois: Garrard Publishing Co., 1955.

The sections on classroom diagnosis and plansfor high school reading programs are of specialinterest to secondary school personnel. Emphasisis on principles and methods of teaching reading.

Early, Margaret J., ed. Reading Instruction in Sec-ondary Schools. (Perspectives in Reading, No. 2).Newark, Delaware: International Reading Asso-ciation, 1964.

Careful treatment of ways to organize a sec-ondary reading program and practical sugges-tions for teaching reading skills.

Elkins, Deborah. Reading Improvement in the Jun-ior High School. New York: Bureau of Publica-tions, Teachers Colleg e, Columbia University,1963.

Practical and detailed suggestions for teachingbelow-par readers are included. Emphasizes in-dividualized approaches.

Fay, Leo C. Reading in the High. School. (What Re-search Says to the Teacher Series, No. 11). Wash-ington, D. C.: National Education Association,1956.

Overview of the secondary reading situationas derived from selected survey of literature andresearch.

Gray, William S., ed Improving Reading in An Cur-riculum Areas ("Supplementary EducationalMonographs," No. 76). Chicago: University ofChicago Press, 1952.

Conference proceedings which focus attentionon both theory and practical techniques secondaryteachers can follow for teaching reading in allsubject-matter areas.

Gray, William S. On Their Own In Reading. Chi-cago: Scott, Foresman and Company, 1960.

182

A detailed description of a program for teach-ing word analysis skills through three stages ofprogress.

Gunn M. Agnella, et al. What We Know About HighSchool Reading. Champaign, Illinois: NationalCouncil of Teaci-rTs of English, 1958.

Contains exceient articles on teaching readingin English classes, successful secondary readingprograms, promising practices, and instructionalmaterials.

Hafner, Lawrence E. Improving Reading in Second-ary Schools: Selected Readings. New York: TheMacmillan Company, 1967.

A collection of articles oii the important facetsof teaching reading in the secondary schools.Selections include research studies, reviews ofresearch, critical surveys, explanations of teach-ing methods and processes, and reports of worth-while teaching practices.

Harris, Albert J. How to Increase Reading Ability;A Guide to Developmental and Remedial Methods.4th ed. New York: David McKay Company, 1961.

Practical, idea-filled text for the beginningteacher and useful reference for the experiencedteacher. Includes annotated lists of tests andgraded list of books for remedial reading.

Haugh, Oscar C., ed. Teaching Reading in the HighSchool (K ansas Studies in Education, 10:1) ,

Lawrtuice, Kansas: School of Education, Univer-sity of Kansas, 1960.

Lists in detail skills which may be taught andmethods which might be used to teach the skillsof reading in high school English, mathematics,social studies, science, and industrial arts.

Heilman, Arthur W. Phonics in Proper Perspective.Columbus, Ohio: Charles E, Merrill Books, Inc.,1961.

Explores the purposes and limitations ofphonics instruction as it relates to the teaching ofreading. Provides a rationale for concrete prac-tices in teaching reading.

Herber, Harold L., ed. Developing Study Skills inSecondary Schools (Perspectives in Reading, ND.4). Newark, Delaware: International Reading As-sociation, 1965.

A book which covers the major areas in studyskills and is based on sound principles. Providespractical suggestions for teachers on the how aswell as the why of teaching study skills.

Hildreth, Gertrude. Teaching Reading; A Guide toBcsic Principles and Modern Practices. NewYork: Holt, Rinehart, and Winston, 1958.

Comprehensive treatment of development

reading from the beginning stages nrough thejunior high school grades.

Jewett, Arno. Improving Reading in the ,,..unior HighSchool (Department of Health, Education, andWelfare Bulletin No. 10). Washington : U. S. Gov-ernment Printing Office, 1957.

A bulletin of practical ideas for teaching read-ing at the junior high school level.

Karlin, Robert. Teaching Reading in high School.Indianapolis, Indiana : Bobbs-Merrill, 1964.

A practical book including specific suggestionsfor dealing with a variety of reading situations.Attention is given to Allis of word recognition,comprehension, rc.te, and reading in the contentfields.

Marksheffel, Ned D. Better Reading in the Second-ary School. New York: The Ronald Press Com-pany, 1966.

An outstanding book which deals with thenature of reading, basic principles of secondaryreading, procedures and techniques for teachingreading in the subject - matter areas, and teachingstudy skills.

Metropolitan School Study Council. Five Steps toReading Success in Science, Social Studies andMathematics. Rev. ed. New York: MetropolitanSchool Study Council, Teachers College, ColumbiaUniversity, 1960.

Outlines suggested procedures for incorporat-Aig the teaching of essential reading skills into:subject- matter instruction.

National Society for the Study of Education. Devel-opment In and Through 'leading. Sixtieth Year -hook, Part I. Chicago: University of ChicagoPress, 1961.

Chapters VIII and XVII give practical helpfor teaching reading in the junior and senior highschools.

National Society for the Study of Education. Read-ing in the high School and College. Forty-seventhYearbook, Part II. Chicago: University, of Chi-cago Press, 1948.

Contains timely articles which provide valua-ble assistance to teachers in high schools and col-leges for developing and implementing effectivereading programs.

New Jersey Secondary Teachers Association. AnTeachers Can Teach Reading. Plainfield, New Jer-sey: New Jersey Secondary Teachers Association,1951.

Makes specific suggestions for developing,strengthening, and refining reading skills withinthe framework of subject-matter instruction. Es-

180

133

pecially helpful for use in in-service educationprograms involving the entire staff.

Newton, J. Roy. Reading in Your School. New York :McGraw-Hill Company, 1960.

Includes the roles of administrators and teach-ers in the whole-school reading program. ChaptersV, VII-IX, XI-X11. especially helpful for teachingsecondary reading.

Penty, Ruth C. Reading Ability and High SchoolDrop-outs. New York: Bureau of Publications,Teachers College, Columbia University, 1956.

Data concerning serious reading problems atsecondary level and challenge of meeting them;reading program and procedures employed instudy in Par' Four.

Robinson, H. A. '1, and Rauch, Sidney, J., eds. Cor-rective Reading in the High School Classroom(Perspectives in Reading, No. 6). Newark, Dela-ware: International Reading Association, 1966.

A collection of articles on promising diagnosticand corrective procedures useful at the secondarylevel. Includes ideas for teaching reading in litera-ture, social studies, science, and mathematics.

Robinson, Helen M., ed. Sequential Development ofI? ea d in g Abilities ("Supplemental EducationalMonographs," No. 90). Chicago: University ofChicago Press, 1960.

Methods and materials suggested for sequen-tial skills development in the classroom. Skillsconsidered include: word perception, compre-hension, critical reading, oral reading, and read-ing in the content areas.

Russell, David H. Children Learn to Read. 2nd ed.Boston: Ginn and Company, 1961.

A treatment of basic reading instruction fromthe beginning stages to grade eight. Major partof text covers developmental phases of the read-ing program.

Shepherd, David L. Effective Reading iu Science,Evanston, Illinois; Harper and Row. 1960.

A handbook which includes a list of relatedreading skills, a technique for diagnosis of read-ing proficiency in science, and descriptions ofteaching methods.

Shepherd, David L. Effective Reading in the SocialStudies, Evanston. Illinois: Harper & Row, 1960.

A handbook which includes aspects of evalua-tion and instruction of reading skills used instudying social studies materials.

Simmons, John S., and Rosenblum, Helen O'Hara.The Reading Improvemen; Handbook. Oshkosh,Wisconsin: Reading Improvement, 1965.

A detailed guide to methods and materials for

131

the improvement of reading at the secondary andcollege levels. Includes lists of reading texts andworkbooks, reading tests, reading devices, pro-gramed materials, films and filmstrips, record-ings and tapes, games, and reading reference ma-terials.

Simpson, Elizabeth. Helping High. School StudentsRead Better. Chicago: Science Research Asso-ciates, Inc., 1951.

Contains eight "examples of high school read-ing programs in action" in Part II.

Smith, Henry P., and Dechant, Emerald V. Psychol-ogy in Teaching Reading. Englewood Cliffs, NewJersey: Prentice-Hall Company, 1961.

Gives an understanding of the psychologicalbases of the reading process. Considers learningprinciples, basic reading skills, diagnosis and re-mediation and reading in the content areas. Use-ful summaries follow each chapter.

Smith, Nila It. Reading Instruction for Today's Chil-dren. Englewood Cliffs, New Jersey: Prentice-Hall Company, 1963.

Presents summaries of significant research inreading, discusses recent thinking in regard tovarious aspects of reading, and provides a wealth-f suggestions for classroom use. Most of the bookdeals with the major growth areas of skill devel-opment.

South Carolina Education Association. The Teachingof High School Reading. Columbia, South Caro-lina: The South Carolina Education Association,1965.

A guide to organizing all-school and compro-mise reading programs, including developmentaland remedial classes, Extensive section on teach-ing reading in the content fields. An excellent re-source for in-service education programs.

Spache, George D. Good Reading for Poor Readers.Rev. ed. Champaign, Illinois: Garrard PublishingCompany, 1962.

Useful guide for the classroom teacher. In-cludes the following kinds of lists: trade booksuseful with poor readers; adapted anti simplifiedmaterials; textbooks, workbooks, and games; mag.azines and newspapers; series books; book clubs;indexes and reading lists.

Spache, George D. Toward Better Reading. Cham-paign, Illinois: Garrard Publishing Co.. 1963.

Critical examination of techniques and ap-proaches in reading instruction. Chapters III andXVI especially helpful in teaching secondaryreading.

Stewart, L. Ja.ie; Heller, Frieda M.; and Alberty,Elsie J. Improving Reading in the Junior High

134

School. New York: Appleton-Century-Crofts,1957.

Report of cooperative work done by a coreteacher and a school librarian to develop a readingprogram. Reading interests, reading and studyskills instruction, and the use of varied materialsare considered.

Strang, Ruth. Diagnostic Teaching of Reading. NewYork: McGraw-Hill Book Company, 1964.

Describes varied diagnostic procedures as acontinuing means to more efficient learning.

Strang, Ruth, and Bracken, Dorothy K. Making Bet-ter Readers. Boston: D. C. Heath Company, 1957.

An introduction to reading instruction, withsuggestions for applications in the content fields.Discusses responsibilities of the whole schoolstaff.

Strang, Ruth; McCullough, Constance M,; and Trai-ler, Arthur E. The Improvement of Reading, 3rded. New York: McGraw-Hill Book Company,1961.

A comprehensive view of the situation in read-ing, with emphasis on schoolwide programs at alllevels from first grade to twelfth grade and be-yond. Gives specific descriptions of programs andprocedures for teaching reading. Excellent sec-tions on reading in subject-matter areas.

Umans, Shelley. Designs for Reading "rograms.New York: Bureau of Publications, Teachers Col-lege, Columbia University, 1964.

Defines and describes procedures for develop-mental and remedial programs as components ofa schoolwide reading program.

Umans, Shelley. New Trends in Reading Instrue-

lion. New York: Bureau of Publications, TeachersCollege, Columbia University, 1963.

Explains several new trends and innovationsin reading instruction and suggests methodswhereby school personnelfrom the superintend-ent to classroom teachermight go about apply-ing such techniques. Includes sample teachingmaterials which may be adapted to various situa-tions.

Viox, Ruth G. Evaluating Reading and Study Skillsin the Secondary Classroom. (Reading Aids Se-ries). Newark, Delaware: International ReadingAssociation, 1968.

This booklet enables the teacher to make read-ing an integral part of each subject discipline.The emphasis is on the what and how of evaluat-ing reading performance in the various subject-matter areas.

Weiss, M. Jerry, ed. Reading in the SecondarySchools. New York: Odyssey Press, 1961,

Selected 'eadings from various authorities, in-cluding materials on a philosophy- for reading in-struction, organization of reading programs, mo-tivation, reading skills, reading in the contentficlds, and examples of secondary, reading pro-grams, Contains helpful bibliography of books,journals, articles, specie.] publications, booklists,and suggested instructional materials. Section onreading in the content areas is cutstanding.

Woolf, Maurice D.. and Woolf, Jeanne A. Rcmc-dial Reading: Teaching and Treatment. NewYork: McGraw-Hill Book Company, 1957,

Selected portions of this volume appropriateparticularly to treatment of corrective and re-medial problems at the secondary level.

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Aftei2PIDSVal t'll2V6:fts,mcwma.row

Published byS.C. Department of EducationPublic Information Office1001 Rutledge BuildingColumbia, S.C. 29201

Edited by Toni ChildDesigned by John Conyers

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1969