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This collection of essays explores two interpretations of "reading and the individual." One interpretation concerns the effect reading has upon an individual's self-concept and his total personality; the second interpretation relates to the methods used in teaching reading, recognizing the peculiar needs, interests, desires, abilities, and backgrounds of the students. The volume is divided into two parts. Part One contains papers concerned with the kinds of individual differences found among students, ways of identifying and meeting individual differences in reading, and different patterns of classroom and school organization in which teachers may work to meet these differences. Part Two includes papers related to individualizing reading instruction for particular groups of students: retarded readers, nonacademic students, the mentally retarded, Afro-Americans, and Mexican-Americans. Three of these papers include suggestions for individualizing instruction in listening, spelling, and writing. (Author/DI)

This bulletin is a compilation of papers dealing with the role of perceptual functions in reading and reading difficulties that were delivered at the 1966-67 Convention of the International Reading Association. Various sections are devoted to discussions of and reports of research on such matters as the auditory and visual modalities in reading, the neurological and psychological, and sociological aspects of perception in reading, and the relationships between personality, intelligence, perception and reading achievement. A final section discusses the application of research findings to instructional and diagnostic practice. (JH)

This study sought to test by the validation process the finding that there is a different relationship between associative learning ability and IQ in middle- and low-socioeconomic groups as reported by Jensen and others. The study was conducted to ascertain need for revision of testing programs and curricular materials used with disadvantaged students. Criterion used in validation was reading achievement in the Sullivan Programmed Readers which, because of rote type of learning involved, was taken as a measure of an associative learning ability task. A test of general IQ, the California Test of Mental Maturity (CTMM), and three tests of associative learning ability were used to predict achievement in the program for three different populations of second-grade children: middle-SES-White (N = 22), Low-SES-White (N = 25) and low-SES-Negro (N = 25). Groups were equated on means of CTMM, age, sex ratio, and pretest of reading placement. Results from multiple regression analysis found the middle-SES-White variable unable to make a significant contribution to the regression equation using IQ to predict reading achievement. Direct correlations made between IQ and the tests of associative learning ability also support the conclusion that differences of consequence are not present between SES or racial groups on this relationship. (Author)