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Extension courses and inservice training for reading teachers can increase their ability to teach reading. For maximum effectiveness extension courses should (1) emphasize the technical rather than the theoretical preparation of reading teachers, (2) combine lecture and discussion with classroom practice activities, (3) provide a variety of classroom reading materials, (4) consider effective instructional techniques, and (5) include visits by the instructor to the classrooms of his pupil-teachers. Two types of inservice training activities that have proved effective are presummer school experiences and major summer and school year programs. Several presummer school 5-day programs are being conducted in Minneapolis for teachers who will be teaching a prekindergarten summer school experience. These summer inservice efforts are characterized by demonstration teaching with the provision of relevant classroom instructional materials. The Minneapolis Combine Project is an example of a major inservice program. It is a comprehensive effort to resolve the reading problems of innercity children through the combined efforts of teachers, graduate and undergraduate students, and university personnel. Descriptions of these programs are available through the Gordon Instructional Materials Center, Minneapolis Public Schools and through the office of the author at the University of Minnesota. (VJ)

Designed to be used as a measure of English language readiness to assist the classroom teacher in grouping native Spanish-speaking pupils for English language instruction, the index may also be used to assess pupil achievement in learning English as a foreign language. Based on a contrastive analysis of English and Spanish grammar and phonology, the Linguistic Capacity Index consists of three 20-item sections on vocabulary recognition, contrastive phonology, and contrastive development. [This document is one of those reviewed in The Research Instruments Project (TRIP) monograph "Measures for Research and Evaluation in the English Language Arts" to be published by the Committee on Research of the National Council of Teachers of English in cooperation with the ERIC Clearinghouse on Reading and Communication Skills. A TRIP review which precedes the document lists its category (English as a Second Language), title, authors, date, and age range (primary), and describes the instrument's purpose and physical characteristics.] (RB)

An inductive reading methods course was offered to 30 junior elementary education students at the University of Minnesota in 1966. Course objectives and procedures were planned with cooperating public school personnel. As preparation for tutoring, the university students were instructed in methods of informal reading diagnosis and in the compilation of necessary materials. Under the supervision of the course instructor, the student teachers conducted individual tutoring sessions with 30 remedial reading students. Critical discussions of instructional problems followed. Under the cooperative supervision of the elementary principal, the cooperating teacher, and the course instructor, the university students conducted group reading instruction. It was concluded that clearer communication should be established between methods course instructors and cooperating school personnel. College students should be provided a more extensive and diversified program for reading methods. Student teachers should have some monetary provision for purchasing necessary teaching materials, and transportation to and from teaching centers should be furnished. (BS)

THIS RESEARCH STUDY EVALUATED THE EFFECTIVENESS OF THREE METHODS OF FIRST-GRADE READING INSTRUCTION EMPLOYING SIMILAR BASAL READER STORY CONTENT. THE THREE METHODS WERE--(A) THE INSTRUCTIONAL PROCEDURES OUTLINED IN THE TEACHERS MANUAL ACCOMPANYING THE GINN BASIC READING SERIES, (B) A LEVELS-DESIGNED PROGRAM STRESSING EARLY INTENSIVE LETTER READINESS ACTIVITIES FOLLOWED BY EXPERIMENTAL PROCEDURES FOR TEACHING WORD RECOGNITION, PHASE READING, ORAL AND SILENT READING SKILLS, AND (C) READING PROCEDURES SIMILAR TO THOSE SPECIFIED IN METHOD B IMPLEMENTED AND SUPPLEMENTED BY A 10-LEVEL WRITING PROGRAM USING BASAL READER VOCABULARY. BOTH METHODS B AND C USED THE GINN READING SERIES FOR VOCABULARY AND STORY CONTENT ONLY. CERTAIN GENERAL PROVISIONS FOR DIFFERENTIATING AND INDIVIDUALIZING READING SKILLS INSTRUCTION WERE FOLLOWED BY TEACHERS OF GROUPS B AND C. THESE COVERED IDENTIFYING DIFFERENCES IN ABILITY LEVEL, INDIVIDUAL RATES OF LEARNING, REMEDIAL SKILLS, ENCOURAGING INITIATIVE-THINKING ABILITY, AND IMPROVING QUANTITY AND QUALITY OF PUPIL PARTICIPATION READING ACTIVITIES. THIRTY-SIX TEACHERS AND 958 FIRST-GRADE PUPILS FROM SANGER AND CLOVIS, CALIFORNIA, PUBLIC SCHOOLS WERE THE TOTAL SAMPLE. SANGER PUPILS USED METHOD A AND CLOVIS PUPILS USED METHODS B AND C. FOLLOWING THE 140-DAY EXPERIMENTAL PERIOD, THE READING ABILITIES OF ALL THE CHILDREN WERE MEASURED AND THE RESULTS STATISTICALLY ANALYZED. THE SUPERIORITY OF A HIGHLY DIFFERENTIATED PROGRAM OF READING INSTRUCTION OVER A DEVELOPMENTALLY ORIENTED BASAL READER PROGRAM IS CLEARLY APPARENT BY STATISTICALLY SIGNIFICANT DIFFERENCES, FAVORING GROUPS B AND C ON ALL CRITERION MEASUREMENTS. (GC)

THIS STUDY WAS DESIGNED TO DETERMINE WHETHER A LINGUISTICALLY ORIENTED PROGRAM OF ENGLISH LESSONS DESIGNED FOR KINDERGARTEN CHILDREN WITH SPANISH-SPEAKING BACKGROUNDS COULD SIGNIFICANTLY ACCELERATE PUPIL CONTROL OF ENGLISH. THE STUDY OBJECTIVES INCLUDED--(1) IDENTIFICATION AND DEVELOPMENT OF ADEQUATE TESTS MEASURING SUBJECT'S COMMAND OF ENGLISH SOUNDS, GRAMMAR, AND VOCABULARY,(2) DEVELOPMENT OF SUITABLE EDUCATIONAL MATERIALS TO PROVIDE INTENSIVE ENGLISH LANGUAGE DRILL, AND (3) PROVISION OF SPECIAL TRAINING FOR KINDERGARTEN TEACHERS USING THE DESIGNED MATERIALS AND PROCEDURES. MEASUREMENTS WERE MADE ON THREE POPULATION GROUPINGS BASED ON PRIOR EXPERIENCE WITH THE PROCEDURES AND MATERIALS EMPLOYED. THE CONCLUSIONS DRAWN WERE--(A) THE PHONOLOGY, SYNTAX, AND VOCABULARY OF ENGLISH CAN BE LEARNED BY SPANISH LANGUAGE-ORIENTED KINDERGARTEN PUPILS THROUGH FORMAL CLASSROOM PROCEDURES, AND THE DIFFICULTIES ARE IN THE AREA OF CLASSROOM INSTRUCTIONAL PRACTICES RATHER THAN LINGUISTIC THEORETICAL DESIGN, (B) THE MOST SIGNIFICANT IMPROVEMENTS IN PHONOLOGY AND SYNTAX ARE MADE BY PUPILS OF MINIMAL ENGLISH FACILITY, (C) BOYS RESPOND MORE SIGNIFICANTLY TO PHONOLOGICAL INSTRUCTIONS THAN GIRLS, (D) BASED ON THE RESULTS OF THE PHONEMIC PRODUCTION SURVEY, A MAJOR OBSTACLE IN DESIGNING MORE EFFICIENT ENGLISH LANGUAGE PROGRAM IS THE WIDE RANGE OF PHONEME PRODUCTION ABILITIES OF BEGINNING KINDERGARTEN SPANISH-SPEAKING PUPILS. (GC)

ANY ECLECTIC READING PROGRAM MUST BE BASED ON (1) AN UNDERSTANDING OF HOW THE TACTILE, AUDITORY, AND VISUAL SYSTEMS DEVELOP IN EACH CHILD, (2) A KNOWLEDGE OF THE AVAILABLE AND USABLE READING APPROACHES, AND (3) AN ASSESSMENT OF THE COMPONENTS OF EFFECTIVE INSTRUCTIONAL TECHNIQUES. INDIVIDUAL DIAGNOSIS AND TRAINING IS MANDATORY. A VISUAL DISCRIMINATION PROGRAM OF DIFFERENTIATING AMONG LETTER FORMS AND AN AUDITORY DISCRIMINATION PROGRAM STRESSING LETTER NAMES AND SOUNDS CONSTITUTE THE MOST EFFICIENT READING READINESS PROGRAM. A TACTILE LEARNING SYSTEM REFINES AUDITORY DISCRIMINATION SKILLS. THE EFFECTIVE READING TEACHER IS ONE WHO USES DIAGNOSTIC EVIDENCE AS A DEVELOPMENTAL METHOD, INDIVIDUALIZING THE USE OF MATERIALS TO IMPROVE SPECIFIC READING SKILL AREAS. SEVEN MAJOR APPROACHES TO THE TEACHING OF READING ARE LISTED--DEVELOPMENTAL, PHONIC, LINGUISTIC, LANGUAGE EXPERIENCE, ORTHOGRAPHIC STRESS, INDIVIDUALIZED-LIBRARY, AND SPECIAL. THEIR TEACHING SYSTEMS OR PHILOSOPHIES ARE DESCRIBED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (BS)

Argues that reading teachers should begin to think of teaching reading as a science in terms of applied practices, efficient methodologies, and expert technique. (RB)

Suggests that an eclectic approach to teaching (selecting materials, methods, and styles to fit particular situations) will succeed in providing the best possible learning environments for children. Characteristics which identify eclectic instruction, including diagnostic teaching, oral reading, and individualized choices of materials, methods, and intensified skills practices, are also described. (MD)