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Teachers need to think of and bring into being classroom scenes which motivate reading. When discussing a room environment for reading, the first thing which comes to mind is an attractive bulletin board display. A second decorative item to encourage student reading is celebrity pictures on the wall with the word, "READ," underneath them. Third, an appealing wall chart could contain vital new words read by students in the classroom. Fourth, students might view and listen to video tapes on selected library book writers. Certain criteria need to be followed when emphasizing a quality children's literature curriculum. Library books should be: on varied topics and diverse reading levels; related, in part, to ongoing lessons and units of study; read by teachers to assist students in making reading selections as well as to tell students interesting items from a book; available for all curriculum areas such as social studies, math, science, art, music as well as for the literature curriculum; award winning; read to children by the classroom teacher; read and discussed in peer group settings; available for bibliotherapy use; and be meaningful and contain features such as imagery, characterization, setting, and plot. Teachers may emphasize a variety of activities which make use of ideas read in books. Literature needs to become an integral part of the curriculum and expand the reader's world vicariously. It can also stimulate creative writing activities. Through inservice education teachers can learn to use children's literature effectively in the curriculum. (NKA)

Since regular teachers miss on average 8 days of work each year due to illness, there is a need to have well trained substitute teachers for the public schools. The substitute teacher needs inservice education programs which prepare him/her to do a quality job of teaching students. The following are essential reading skills to develop within certified substitute teachers: word recognition skills; structural analysis skills; syntactical analysis skills; and higher levels of cognition in questioning. This paper also considers some other goals which a substitute teacher should aim for, such as helping develop a love for reading in students; having structural ideas in mind as to what needs to be emphasized in reading instruction; possessing a repertoire of skills for students to use in increasing comprehension abilities; being well versed in management strategies when teaching students; having a repertoire of planned activities to assist students to indicate what has been learned within diverse culminating activities; and having knowledge of and implementing evaluation techniques which are valid and reliable for assessing reading achievement. (Contains 10 references.) (NKA)

Currently, many states are providing inservice education for teachers so that higher student test scores result. State mandated objectives are available to teachers for study and used as benchmarks for teaching. The local reading curriculum then needs to be aligned with these objectives of instruction. The major objective of inservice education is for teachers to use and implement the state mandated objectives of reading instruction. This paper discusses types of inservice education that will help teachers provide learning opportunities in reading for students and their relation to state mandated objectives. The paper points out that an increasing number of basal reading textbook companies are providing workshops which are designed to assist teachers in using the basal series more effectively, and, in particular, to help students achieve more optimally and to become independent readers. It notes that publishers are expanding their online teacher support, tests aligned to textbook content, and other supplementary products. The paper suggests using an experience chart to provide a firm basis for inservice teacher education, but the experience chart method of reading instruction should be modeled by a teacher in a workshop involving a set of young students. It states that workshop participants must view and analyze each step of the model as it is being taught to notice what needs diagnosis and remediation. And it concludes that whichever plan of reading instruction is being followed, inservice education might well fill voids and strengthen the curriculum. (NKA)

Noting that oral communication skills need continuous refinement, this document outlines various methods of practicing these skills, such as literature circles in reading; a reader's theater; presentations of book reports; story telling; a poetry reading club; and choral reading. The document describes literature circles as small groups of readers who discuss a selection in a comfortable environment. It also explains that in a reader's theater, students read selections out loud as a dialogue, emphasizing expression. The document notes that in reading book reports aloud, students may realize the following: how fluently the book report was given; how the non-verbal affects the verbal presentation; how voice inflection can improve effectiveness of a presentation; how practice can make speaking easier in front of a group; and how to redo the oral book report with feedback from a video tape. In addition, the document explains that through story telling or a poetry reading club, students can explore creative ways of communicating. The final suggestion of the document, choral reading, provides students the opportunity to blend their voice with the others in the group. (Contains 10 references.) (PM)

Connecting reading and writing has become an important trend in teaching the language arts. Poetry, as a salient facet of the reading curriculum, integrates well with different purposes in writing. Poetry read aloud to students can assist learners to enjoy reading activities and develop the feeling and aesthetic dimension of learning, among other things. Whether it be an entire unit taught on poetry or a poem correlated with a science, mathematics, or social studies unit, it is vital that a proper introduction by the teacher take place. Developmental needs should be considered by the teacher when poetry is stressed in reading and writing connections. Reading poetry emphasizes holism in that the entire poem is read to students before a discussion to analyze its contents follows. Holism in poetry reading should stress providing background information to students prior to the "read aloud." Holism in poetry study is needed so that students reflect upon the inherent ideas, not on segments. Students should practice writing the particular kind of poem after it has been introduced. Imagery (used by poets) may be divided into two kinds: similes and alliteration. There are numerous types of poems for students to study and write: rhymed verse (couplets, triplets, quatrains, limericks), haiku, tankas, and free verse. Poetry written by the student may be placed in a binder for later reading. Poems may be studied in an integrated curriculum or in separate units of study. During sustained silent reading students may choose poetry for reading as well as prose. (NKA)

For most children, library books capture their interests and motivate reading more than basal texts do. Choosing library books is highly informal, whereas textbook reading involves more formal, structured plans of teaching. There are a plethora of choices to make in types of literature available to children. These include folk tales, fairy tales, legends, and multicultural folklore. Folktales as well as children's literature across the curriculum involve the following learning opportunities: creatively dramatizing the contents; pantomiming the content; formal dramatization; reader's theater; seminar methods; art work; written book reports; oral book reports; and cassette or video tape discussion of literature read within a collaborative setting of students. Students should see illustrations presented by the teacher of imagery (metaphors and similes) used in literature. Idioms may be dramatized to show literal as well as figurative learning. There are necessary elements which appear in literature and at increasing levels of complexity as students progress through diverse schooling levels: characterization, story setting, plot, point of view, theme, and irony. Objectives to be achieved by students in children's literature will be developmental and will depend upon mental maturity, learning styles, and purposes. (NKA)

This paper discusses the difficulty students often face when many new words are simultaneously introduced in a text. It suggests teachers may address this difficulty in a number of ways, including the following: writing to a publisher to suggest improvements; providing lists of new words to students before reading selections; and focusing on context clues. In addition, a teacher should also ensure that the students work to sound out new words, focusing on phonics. The paper advises that textbooks should be chosen based on how words are introduced; it suggests that new words should be introduced gradually instead of simultaneously, and sentences should first be simple and eventually become more complicated as a textbook progresses. (PM)

This paper outlines various approaches to teaching reading. The first approach considered focuses on a teacher strictly following a textbook. The paper notes that textbooks which employ programmed reading help students progress at a slow but steady rate. It then discusses the hierarchical method of state mandated objectives and testing. Features of the state mandated approach are highlighted, such as the following: state tests are written by those removed from the classroom; the tests tend to measure lower levels of cognition such as recall and comprehension rather than critical and creative thinking; and they are only meaningful if teachers construct instruction based on the tests. The final method of teaching reading considered in the paper is an open ended approach, where teachers pick and choose from textbooks and allow the students some choices. Individualized reading and sustained silent reading are examples of this open ended approach. (PM)

This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may suggest students use the public library. The paper emphasizes that scaffolding may also be accomplished through Learning Styles Theory, which focuses on: classroom situations, such as temperature and seating; emotional elements such as conformity; sociological factors; scientific intelligences; and artistic intelligences. The article also discusses constructivism in reading instruction--in constructivism, the student is heavily involved in making curricular decisions. (PM)

This paper discusses the importance of reading aloud to students. It emphasizes the teacher's need to plan carefully when to read and what books to read. The paper suggests the following ideas should guide a teacher's choice of reading material: whether the story will capture students' attention; whether the story will increase students' vocabulary; and whether the choices are diverse. The paper emphasizes that the teacher must avoid reading too quickly while reading aloud to students. The connection between reading aloud and sustained silent reading (SSR), as well as individualized reading, is outlined in the paper. In addition, it discusses that teachers may read aloud important information from bulletin boards. The paper closes by discussing teacher and parent training for reading aloud. (PM)

Quality communication is hindered with incorrect spelling of words. Thus, it behooves the teacher to develop a quality spelling curriculum for all students to become the best spellers possible to be able to communicate well in writing. The scope of the spelling curriculum answers the question pertaining to the "breadth" of spelling words to be spelled correctly by students, whereas the concept "sequence" stresses when students will encounter selected words to master in spelling. Some basal spelling textbooks may describe the scope and sequence in spelling, but using a spelling textbook has advantages and disadvantages. An individualized spelling approach would identify the words misspelled by a student as representing the scope in the curriculum. Sequence would depend upon the order of the arranged words as to when they will be studied for spelling mastery. Many basal readers list the new words, in the Manual, for an ensuing story to be read by students. These suggested new words could become a list for students to master in spelling. Spelling words might also come from social studies or science units of study. (NKA)

Advocates of high standards and expectations usually believe that gaps in reading achievement can be eliminated with good teaching, but slow readers need a specially designed reading curriculum. The teacher first needs to use an informal reading inventory to determine the student's reading level. Functioning generally on a higher level than students with mental retardation but on a lower level than average students are a large number of students known as slow learners (approximately 14% of the school population). Slow learners tend to be concrete in their thinking, need help with strategies and organization, and be eager for success. To sequence learnings from the concrete and the semiconcrete to print requires careful planning on the teacher's part. The teacher must study slow readers to realize how much background information they need before they engage in reading print. The teacher also must select library books carefully to read to slow readers and to notice whether students are following the content being read. Perhaps the best way to emphasize a student's becoming skilled in word recognition is to stress use of context clues. Next to context clues, phonics may be stressed to unlock unknown words. Students may need learning opportunities to notice words on flash cards or a computer program. With flash cards, peers like to work together on drill and practice activities. Slow readers need much guidance from the teacher to develop sequential skills in word recognition and in comprehension. By listening to stories read aloud and being engaged in successful reading experiences, the slow learner might well make reading a lifetime endeavor. (NKA)

This paper emphasizes the connections between listening and the language arts. It lists advantages of students who are good listeners, such as students can learn more when listening well, and students learn to be polite by listening. In addition, the paper lists the following conditions which improve student listening: teaching and learning situations which emphasize individual learning styles; a school environment which stresses a caring set of interactions between learners and teachers; and parental involvement with mutually accepted listening goals. It outlines how students can be taught to be good listeners, and suggests that students who are good listeners should be observed and imitated. Additional suggestions include the following: special class sessions devoted to guiding students to become better listeners; keep the learning environment free of unnecessary noises; and teachers modeling examples of good listeners. The paper provides a list of possible evaluations of students' listening improvements. Examples of such evaluations are: self-evaluation by students; observing students in various situations, such as in class discussions and lunchroom and recess conversations; and student portfolios. (Contains 12 references.) (PM)

Oral communication and reading correlate well with each other. Objectives, established by the teacher, must be clearly stated and should be challenging, but achievable for students. They need to stress knowledge, skills, and attitudinal objectives with a balance among these three categories. Objectives to be stressed are that students need to: speak clearly so that listeners understand that which has been stated orally; enunciate content with appropriate stress, pitch, and juncture; have ideas in mind pertaining to what is being communicated; be respectful of the thinking of others; assist committee members or groups to be successful in collaborative endeavors (in which all should participate); emphasize proper grammar and usage in orally presenting ideas; use appropriate syntactic and semantic structures in sentences; work harmoniously with others in collaboration; and help in having recognition needs of all met. A variety of learning opportunities for student interests, personal needs, and purposes in oral communication must be in the offing so that objectives may be achieved. Basal reading approaches have numerous opportunities for students to develop oral language proficiency, and personalized reading has much to offer also. In addition, the experience chart procedure in teaching reading has recommended oral language activities, as does the Big Book approach. Also, reader's theater may be implemented, generally on the intermediate grade level. Home and school need to be integrated; at parent/teacher conferences the teacher and the parents must agree on children reading aloud to the former as a goal for the ensuing school year. (Contains 11 references.) (NKA)

This paper explores the philosophical considerations involved in literacy. It explains that one concept that is emphasized in discussions of literacy is "the basics," which are defined as essential skills, such as the association of phonemes with graphemes. This paper notes that "the basics" movement presently stresses the importance of statewide objectives and state mandated testing. Another concept that is considered is that of a changing reading curriculum, in which teaching methods are adjusted over time. A final philosophical consideration addressed in the paper is idealism, which has the following effects on teaching instruction: intellectual objectives come first in teaching; assessment procedures are used to appraise vital subject matter attained by students; survey teaching is frowned upon; education is seen as preparation for adult responsibilities; and student literature should emphasize what is good, true and beautiful. (PM)

This paper outlines ways other than drills that students can practice reading methods. Flash cards, software programs, essay projects, and synonym hunts are examples of enjoyable ways for students to practice. In a more formal method of introducing words, a teacher writes words on the board and discusses them before assigning a story with the new words. Students then write a poem, story, or crossword puzzle with the new words as a follow-up activity. The paper also suggests the following as acceptable classroom conditions for learning: respect between students; help from teachers when needed; a reasonable classroom noise level; feedback from teachers; and application of new words. Likewise, the paper suggests the following principles should be emphasized in teaching reading: students should be attentive to new words; reading needs to be conveyed as enjoyable; students should receive help from parents; students should feel comfortable in their learning environment; and students, especially in primary grades, need to be in small classes. It also lists helpful individualized reading approaches such as Silent Reading, Book Buddies, library time, and book reports. (PM)

The school library is very important in developing a quality reading program. The library books and other reading materials need to be varied and on various levels of reading complexity so that students can read meaningfully without facing failure in word recognition and comprehension of ideas. This paper discusses school libraries and their various functions. The paper explains that sustained silent reading and individualized reading programs can be held in the school library and that technology has contributions to make as a library resource in a plethora of ways. It finds that schools are increasingly using technology to improve student reading and study habits. The paper suggests that the local school conduct research to ascertain whether the library is being used by students to obtain necessary information in answer to problems and questions in reading. It advocates rating the library in a questionnaire for students and teachers and then evaluating the results to study the library's strengths and weaknesses; student interviews may also be conducted to ascertain the kinds of library services desired to improve reading habits. The paper also discusses conducting workshops for improving library services, holding faculty meetings to establish objectives for library use, encouraging students to take library books home for reading, developing a community of readers which includes library supporters, and creating activities this community of readers may engage in. (NKA)

Reading instruction and placing students into groups emphasizes a plethora of approaches. Each method of grouping for instructional purposes should stress providing for learners' individual purposes. Which plans are appropriate for grouping students for reading instruction? Team teaching has many advocates, but it has both advantages and disadvantages. Departmentalized teaching stresses a separate teacher for all or some of the grade levels in reading instruction. A teacher specializes in the teaching of reading and can build instructional skills based solely on reading. But departmentalized instruction as compared to the self-contained classroom will continue to be debated. Prior to the 1950s there were still many one-room schoolhouses. Presently in selected elementary schools, grades 1 and 2 may be located in one classroom, and this is now labeled interage grouping. It, too, has advantages and disadvantages. There are not nearly the problems involved in grouping when individualized reading is in operation. With this method, the student chooses a library book to read and conferences with the classroom teacher afterwards. Teaching the basics in reading has long been advocated. The use of carefully chosen basal readers might well stress a basics curriculum. Basal readers have been in existence since the McGuffey Readers were first published in 1837. The Core Knowledge Foundation (Hirsch, 1999) represents an additional basics approach in teaching reading. E. D. Hirsch advocates that school districts identify core topics and emphasize these in selected grades. During the 1960s some educators advocated what was called the nongraded school. Every teacher needs to ungrade reading instruction since few students read on grade level. One solution would be for teachers to use the best from each grouping procedure. (Contains 10 references.) (NKA)

Several diverse philosophical schools of thought might well provide guidance for the teaching of reading. But which philosophies of education should be studied in depth and applied in teaching students, if perceived as providing for optimal learner progress? This paper first addresses the advantages and disadvantages of statewide testing and state mandated standards. The paper then discusses the following: realism as a philosophy in teaching reading; idealism/perennialism as a philosophy of reading instruction; the philosophy of individualized reading; and eclectic philosophy of reading instruction. It concludes that the reading teacher needs to: keep abreast and updated in matters pertaining to philosophy, trends, and issues in education; provide for the individual needs, interests, and purposes of the student in reading; and diagnose and remedy deficiencies in student reading. (Contains 10 references.) (NKA)

Teachers may use any of numerous methods of teaching in the classroom. The quality of any learning activity depends upon what occurs and how it affects participants. Some of the more common methods of teaching are: the lecture method; memorization methods; discussion methods; problem solving; use of critical thinking; and use of creative thinking. This paper describes and discusses each of these methods in turn. (NKA)

Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public to be involved in promoting the public school reading curriculum. Grade level teachers or reading teachers may develop a plan for the school year on assisting students--these teachers can decide when to meet and what the agenda will consist of for the meetings. Teachers can take turns as leaders for the group sessions, and they can have opportunities to present ideas or serve as chairpersons; they need to be actively involved in participating at each meeting. Parents can also belong to this community of learners, since they will want to assist their offspring to achieve more optimally in reading, and teachers may well be involved in working with the parental community of learners. A vital asset in improving the reading curriculum is the involved school administrator, who can have considerable influence in teaching and learning situations. Learning opportunities in reading need to provide for individual differences so that students individually may do as well as possible in learning to read well. (Contains 14 references.) (NKA)

Mentors need to be carefully selected to assist new teachers in making a successful transition from student teaching to being fully licensed and certified to teach in the regular classroom. During the school year, the mentor may help the new teacher in a variety of ways--one is to build confidence in the new teacher for teaching and another is to aid in improving reading instruction. Presently, there is much pressure placed upon teachers to produce high test scores, especially in reading. Issues of how reading should be taught--phonics or whole language--are paramount, and the mentor can assist the beginning teacher to examine and understand the beliefs behind each of the different plans of teaching reading. Mentors need to have many qualities to guide new teachers to achieve as much as possible and then for the teacher to assist students to learn optimally in reading. The new teacher, in turn, can take advantage of many ways to discuss with the mentor how to achieve educational objectives, both short range and long range. There are selected word recognition techniques which might well benefit the new teacher in assisting students in reading achievement, such as phonics, syllabification, or using context clues only. The mentor teacher needs to be highly knowledgeable about the reading curriculum and possess strategies of instruction to guide students to become the best they can be in reading. (NKA)

The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping teachers teach so that students achieve at a higher rate in reading, the first of the 3Rs. And school administrators are being held accountable for student test results. This paper first discusses the different psychologies of reading instruction and of teaching in general. The paper then considers the principal's knowledge of word recognition skills and of reading comprehension skills. It states that a positive learning environment is necessary in which students can develop a feeling of belonging and are recognized for achievements in reading. (Contains 12 references.) (NKA)

There are many ways guidance counselors can help teachers achieve more optimal reading instruction. Counselors first may have to ascertain the kinds of problems faced by a student in learning to read. Assessing a student's ability to use picture clues to decipher words may be necessary with primary grade students. Knowledge about phonics, using context clues and syllabication may all be helpful with older students. Since there are very strong advocates for phonics instruction, it is important for guidance counselors to understand arguments for and against its use. There are numerous ways students demonstrate learning gains and guidance counselors need to advocate for changes in how students are assessed. Just using one test is inadequate to determine a student's ability or learning difficulties. The portfolio approach stresses use of evidence from daily classroom work as part of the assessment. The portfolio helps show the counselor and the teacher how the learner reveals reading achievement. These suggestions offer guidance counselors ways to assist teachers in developing a quality program of developmental reading. (Contains 11 references.) (JDM)

Journal writing in science can be productive and stress basic skills. Students need to be highly motivated to engage in journal writing, and since the world of science fascinates most learners, chances for motivation are good. The subject matter to be written about needs to relate directly to the ongoing unit of study. Dramatizations, both formal and creative, can have students writing play parts from printed script such as the basal text. The author/educator supervised student teachers in the public schools for 30 years and enjoyed a fine dramatization by four sixth grade students involved in studying a unit on "Famous Scientists in the World." A cooperating teacher and student teacher supervised by the educator/author assisted a committee of four who made a model farm scene showing different methods of soil conservation. A basal for science can provide many ideas for journal writing, as can library books selected to relate directly to the science unit being taught. Improved understanding of science as well as better writing skills should be an end result of journal writing. (NKA)

Teachers in the school setting need to emphasize quality handwriting across the curriculum. Quality handwriting means that the written content is easy to read in either manuscript or cursive form. Handwriting achievement can be assessed, but not compared to the precision of assessing basic addition, subtraction, multiplication, and division facts. Handwriting achievement can be assessed in degrees from being legible to being illegible. Thus, a rubric, carefully developed and designed, can be used to ascertain the quality of handwriting achievement. This paper first provides a brief history of handwriting instruction and then presents the author's personal history of learning handwriting skills in elementary school in Kansas. It also discusses handwriting instruction during the author's parents' school years. The paper outlines 10 criteria that need to be followed by the teacher in teaching/learning situations in handwriting. It also cites these items to notice in improving handwriting quality: (1) how much progress does the student show over previous performance in handwriting; (2) how well is the student monitoring his/her handwriting quality; (3) how much effort does the student show in desiring to improve handwriting skills; (4) how much writing does the student do in functional situations so that others may read what has been written; and (5) how much conscientious practice is the learner putting into improving individual letter formation, staying on the line when writing, etc. (Contains several handwriting illustrations and 6 references.) (NKA)

This paper considers issues related to determining which students should attend summer school to bring their achievement up to standard. One of the first problems in selecting students who must attend summer school is determining the level of achievement students must meet. Determining the types of assessment that should be used, and possibly taking multiple intelligences theory into account, can be quite complicated. Other issues to be considered are how best to help students who do not benefit much from summer school, how intensive programs to help them should be, and how to allow for students' individual learning styles. Policymakers tend to see summer school as punitive, but it might be better to see it as opportunity. Perhaps summer schools should be open to all who want to attend to offer a broad and balanced curriculum that might include aspects of vocational education. Any stigma attached to summer school would be removed. The one-size-fits-all approach to standardized testing should be replaced with assessments that provide for individual differences in determining who should go to summer school. (SLD)

Teachers need to align learning opportunities with state-mandated objectives. This process should begin with assessing the curriculum, possibly through the use of a 10-point scale by teachers, administrators, support personnel, and parents. To implement the needed learning opportunities, tenets from educational psychology should be used in teaching and learning situations. To determine whether or not a teacher is implementing principles of educational psychology, a Likert scale may be devised to assess the quality of instruction. There are also many procedures available to assess student achievement, ranging from standardized tests to portfolios. (SLD)

The processes of learning about and exploring different vocations should begin in elementary school. Elementary school teachers and administrators planning career education must be careful to develop sequential objectives that are achievable, challenging, and tailored to students' interests. Elementary-level career education may emphasize separate units of study or be integrated into ongoing units of study. Objectives of elementary-level career education can include helping students achieve the following goals: become responsible, caring individuals; develop habits of cleanliness; develop good human relations skills; learn to balance personal and societal needs; and learn to think effectively and make decisions. Because they may well become vital in students' career education, the language arts, mathematics, social studies, science, health, and music and art must all be integrated with career education. Elementary-age students also need ample opportunities to experience vital careers in separate and/or integrated units of study, including through the following activities: (1) listening to community members discuss their careers; (2) developing scrapbooks illustrating different careers in the societal arena; (3) participating in role-playing activities; (4) developing collages and murals showing salient careers; (5) researching careers of interest at their individual development level; and (6) taking excursions to observe significant careers firsthand. (MN)

Listening is relevant in all academic disciplines and in the "curriculum of life." The purpose or reasons for listening depend upon the speaking activity involved--thus listening in a conversation is different from listening to follow directions. The teacher needs to establish clear purposes or objectives for learners in the area of listening. To emphasize intrinsic motivation, the teacher needs to make learning opportunities interesting so that learners have an inward desire to learn. Becoming a good learner is ongoing and continuous. The goals established by the teacher for listening should be comprehensive and achievable--there should be balance among cognitive, affective, and psychomotor goals. Objectives need to have a quality sequence so that students individually can be successful learners. Learning opportunities to achieve the objectives should provide for diverse achievement levels of learning among learners. Concrete, semi-concrete, and abstract experiences in listening should be offered. Evaluation procedures to ascertain learner progress need to be varied and need to assist in determining how well students are doing. Diagnosis and remediation are inherent concepts when viewing results from the evaluation process. (NKA)

To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent diagnosis in such areas as level of achievement, attitude, progress, and comprehension; (2) pupil self evaluation, through communicating content of reading selections to classmates or other self evaluation methods; (3) behavioral journals to measure learner achievement; (4) informal reading inventories (IRIs), which include samples from several grade levels, with appropriate level being decided by number of correct answers to questions and percentage of word recognition; (5) the cloze and maze methods, variations of IRI in which every fifth word of a selection is omitted and word identification and comprehension evaluation are simultaneous; and (6) standardized or teacher-written tests. (EF)

Noting that language arts and reading across the curriculum are in vogue, this paper asserts that reading is an important and distinct part of the language arts and overall school curriculum. It discusses actions and methods involved in the teaching of reading itself, including: (1) oral reading to and by students; (2) availability of a variety of book selections; (3) use of basal readers; (4) development of skill techniques for word recognition, such as phonics, syllabication, and context and picture clues; (5) determination of reading levels; (6) awareness of problems in reading, signaled by reading error types; and (7) fostering of reading for diverse purposes. The paper concludes that quality reading involves the ability to comprehend and understand that which has been read, and that when pupils read, the approach used should stress holism as much as possible. (EF)

This paper discusses and recommends diagnosis and remediation procedures in teaching pupils in the area of reading. The first section of the paper addresses diagnostic emphasis in reading and discusses individualized reading, experience charts, and 5 recommendations for teaching phonics. The next section discusses basal readers, argues that good reading teachers need to use the basal reader in a satisfying way whereby all pupils achieve as optimally as possible and lists 10 achievement goals for teachers using basal readers. The paper then briefly describes traditional linguistic approaches in teaching reading as advocated by Leonard Bloomfield and Charles Fries. It also discusses the initial teaching alphabet and the use of rebus in basal reading series, where illustrations take the place of complex words that pupils usually could not identify. The paper concludes that diagnosis and remediation in reading are needed for pupils to make continuous and sequential progress. (RS)