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This annual report considers major changes in education in general and offers numerous suggestions to FLES teachers, supervisors, and administrators for revamping current FLES programs in the light of current socioeconomic pressures. Articles pertaining to two broad areas--alternatives in FLES programs and in training FLES teachers--include: (1) "FLES in Louisiana--Progress and Promise," (2) "Suggested Application of Innovations to FLES Programs," (3) "Innovations, and Changing Goals of Education and FLES," (4) "Common Goals of FLES and Anthropology," (5) "In the FLES Classroom-A Change in Approach," (6) "The Preparation of FLES Teachers," (7) "The FLES Teacher and Audio-Visual Equipment and Materials," and (8) "In-Service Training for the FLES Teacher." The names and addresses of members of the FLES Committee of the American Association of Teachers of French for 1970 are listed. (This document previously announced as ED 051 687.) (RL)

This collection of papers presents many practical procedures for improving secondary school instruction in the several content areas. Topics included are principles and procedures in corrective reading, diagnostic techniques, the role of a reading consultant in the content areas, the use of writing to help poor readers, corrective reading in the content areas, and administrative questions about secondary school reading. An appendix lists general references and specific subject area references for the classroom teacher's use in improving content instruction. Topical references follow individual articles. (This document previously announced as ED 024 554.) (RT)

Difficulties faced by freshmen in accomplishing the study-reading needed for a required world history course at Hofstra University led to the establishment of a 3-credit 1-semester reading and study skills course, developed by an interdisciplinary team composed of members from the history and reading faculties. Thirty students were assigned to two sections of the history-reading course for the fall semester, and thirty for the spring semester. Each history-reading section was composed of 30 students, 15 of whom took both history and reading, and 15 of whom took only history. History text materials were used in the reading sections, and emphasis was placed on survey skills, paragraph analysis, use of signals and other cues, critical analysis and evaluation, analysis of structural and organizational patterns, and note taking. Achievement was measured by the Cooperative English Test (CET), C-2, Reading Comprehension, an informal history-reading inventory, and a comparison of history grades. Those students taking reading and history together scored 16 percentile points higher on the CET than those enrolled only in history, but no significant difference among the final history grades was noted. References are included. (MD)

The use of paraprofessionals in the schools has been accepted on a nationwide scale. It is no longer a question of whether they should be used in the classroom but how best to prepare them and to use their talents and potential. The author offers suggestions and guidelines for accomplishing these goals. Topics covered were (1) selection, including such precautions as (a) making sure everyone concerned knows that the classroom teacher is in charge and (b) correctly teaming classroom teacher and paraprofessional; (2) preparation of paraprofessionals as reading aides and provision for their advancement; (3) the instructional program (preservice and inservice), including a suggested listing of basic topics to be covered; (4) reading jobs for the paraprofessional; and (5) teacher evaluation of paraprofessionals, including a sample evaluation form. A bibliography is included. (NH)

SOME WAYS TO INCORPORATE THE TOTAL SCHOOL FACULTY INTO A PROGRAM DEDICATED TO THE IMPROVEMENT OF READING ARE DISCUSSED. FOR TOTAL FACULTY INVOLVEMENT, THE FOLLOWING ARE ESSENTIAL--(1) GENUINE INTEREST IN AND SUPPORT OF A SCHOOLWIDE READING PROGRAM BY THE ADMINISTRATION AND SUPERVISORY STAFF, (2) INVOLVEMENT WITH THE CLASSROOM TEACHERS SO THAT THEY RECOGNIZE THEIR IMPORTANCE TO THE PROGRAM AND SO THAT THEIR IMMEDIATE AND SPECIFIC PROBLEMS ARE GIVEN ATTENTION, AND (3) REALISTIC AND EFFECTIVE INSERVICE EDUCATION. THE STUDY SKILLS ARE CATEGORIZED, AND FIVE PRINCIPLES FOR TEACHING THEM ARE GIVEN. A GUIDE TO READING SKILLS IN THE SUBJECT AREAS IS GIVEN IN CHART FORM. REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (RH)