documenf resume institution pub date 70 … · readiness, (5) reading for enjoyment, (6) reading in...

DOCUMENf RESUME

ED 080 934 CS 000 341

TITLE Reading for Information and Enjoyment, Kindergartenthrough Grade Twelve. (Tentative).

INSTITUTION Utah State Boerd of Education, Salt Lake City. Div.of General Education..

PUB DATE 70NOTE 141p.

EDRS PRICE MF-$0.65 HC -$6.58DESCRIPTORS *Behavioral Objectives; Content Reading;

Individualized Reading; Literature Appreciation; OralReading; Reading Comprehension; Reading Diagnosis;*Reading Instruction; *Reading Programs; Reading.Readiness; *Reading Skills; Reading Tests; StudySkills; *Teaching Guides

ABSTRACTAs a beginning point from which a teacher may use his

own insights and understandings to launch, enrich, or strengthen areading program, this tentative guide to reading offers some ideas,suggestions and guidelines that can aid the teacher in meeting theindividual needs of his students. Activities and techniques are builtupon a continuum so that the child can progress at his own rate andaccording to his diagnosed needs. Objectives and philosophies arefirst stated and serve as the foundation for the remaining chapters,which are given to (1) the teacher as a person, (2) the nature of thelearner, (3) organization of the local reading program, (4)

readiness, (5) reading for enjoyment, (6) reading in the contentareas, (7) diagnosis, (8) word attack skills, (9) comprehension, (10)study skills, and (11) oral reading..The focus of each chapter isdefined and subdivided into skills and concepts, behavior,prescription, and reference. Appendixes provide information onapproaches to reading, reading tests, sources of help, and districtsponsored materials, and a bibliography is included._(BS)

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ILL/(TENTATIVE)

READING FOR INFORMATION AND ENJOYMENT

Kindergarten Through Grade Twelve

UTAH STATE BOARD OF EDUCATIONOffice of the State Superintendent of Public InstructionLerue Winget, Deputy Superintendent, Office of Instruction ServicesQuentin E. Utley, Administrator, Division of General EducationVola J. Hancock, Specialist, Reading EducationSalt Lake City, Utah - 1970

Walter D. Talbot, Executive OfficerSalt Lake City, Utah

LeGrand P. Backman, Chairman1361 Princeton AvenueSalt Lake City, Utah

Helen B. Ure, Vice Chairman3105 South 17th EastSalt Lake City, Utah

Sheldon S. Allred219 North Carbon AvenuePrice, Utah

STATE BOARD OF EDUCATION

Edna H. Baker777 South 6th EastLogan, Utah

A. Reed Morrill895 North 150 EastProvo, Utah

Burton F. Brasher4067 ContinentalGranger, Utah

Gyle RiddleAntimony, Utah

N. Russell Tanner1744 - 24th StreetOgden, Utah

Dexter C. SnowSt. George, Utah

LaPreal WightSecretarySalt Lake City, Utah

STATE TEXTBOOK COMMISSION AND STATE COURSE OF STUDY COMMITTEE

Walter D. Talbot, ChairmanSuperintendent of. Public

Instruction1400 University Club Building136 East South TempleSalt Lake City, Utah 84111

T. Lavoy Esplin, SuperintendentWashington School DistrictSt. George, Utah 84770

Bernell Wrigley, SuperintendentDavis School DistrictFarmington, Utah 84025

Sherman G. Eyre, SuperintendentLogan City School DistrictLogan, Utah 84321

Oral L. Ballam, DeanC)11ege of EducationU:ah State UniversityLogan, Utah 84321

Stephen P. Hencley, DeanGraduate School of EducationUniversity of UtahSalt Lake City, Utah 84112

McRay Cloward, DeanSchool of Continuing Education

and Public ServicesSouthern Utah State CollegeCedar City, Utah 84720

Mrs. Loretta Cline1046 Foothill DriveSalt Lake City, Utah 84108

iii

Mrs. E. E. Erickson252 University StreetSalt Lake City, Utah 84102

Mr. Karl ShislerRoosevelt, Utah 84066

Mr. Harold A. SchlueterP.O. Box 153Hever City, Utah 84032

Lerue Winget, SecretaryDeputy Superintendent for

Instruction1460 University Club Building136 East South TempleSalt Lake City, Utah 84111

LANGUAGE ARTS AND READING CURRICULUM ADVISORY COMMITTEE

Della W. McClellanElizabeth S. DriggsIla G. CorryHelen DawsonJuna C. Washburn.Vei:a WoffindenCarol C. HunsakerMax E. EglyRita M. BensonPatricia EdwardsDorothy R. BennionReva V. ReddAlice ElmerDouglas G. BonzoLarry BesseyBarbara BealEvelyn L. WigginsDr. Floyd SucherDr. Eugene T. WoolfDr. Philip E. SullivanMarti CollettWilliam StrongDr. Sherman W. Wing, SuperintendentNed Bodily, PrincipalRev. Joseph T. Fitzgerald, AdministratorNick Dyorich, SupervisorJohn A. Larsen, PrincipalRobert W. Keddington, Asst. Superintendent

iv

Nebo School DistrictAlpine School DistrictIron School DistrictWeber School DistrictSalt Lake School: DistrictJordan School DistrictGranite School DistrictDavis School DistrictJordan School DistrictJordan School DistrictGranite School DistrictSan Juan School DistrictBeaver School DistrictIron School DistrictSalt Lake School DistrictGranite School DistrictUtah State UniversityBrigham Young UniversitySouthern Utah State CollegeUniversity of UtahWeber State CollegeUtah State UniversityProvo School DistrictCache School DistrictParochial SchoolsNortheastern Utah Multi-District ProjectGranite School DistrictDavis School District

FOREWORD

Reading occupies a prominent place in the school curriculum becauseof its value as a tool of communication. Reading plays a vital role inall content areas, each of which demands specialized skills and techniques.It has a life-long function in the acquisition and utilization of knowledge.Of equal importance is the contribution of reading to enjoyment and satis-faction and to the development of attitudes, feelings, and tastes.

Reading instruction must be based upon total language development. Nosingle approach to the teaching of reading and no s:Lngle program will meetthe needs of all children. Reading skills do not just happen. They are acomplex built of many facets - observation, retention, analysis, synthesis -and are an integral part of language. They begin to develop as soon as achild begins to respond to life around him and they continue throughout hislife.

This tentative guide to reading is an attempt to present some ideas,suggestions, and guidelines that can aid teachers in developing programs tomeet the individual needs of children. Activities and techniques are notassigned to grade levels. Rather, they are-seen as a continuum upon whicha child may progress at his own rate and according to his diagnosed needs.

The guide is not all-encompassing nor complete. It is a beginning pointfrom which a teacher may launch a program to be added to, enriched, andstrengthened,. Teachers' own insights and understandings are vital in adaptingthe ideas and principles of this guide to each individual situation.

Recommendations from teachers for additions and modifications to make itan even more usable guide are earnestly solicited.

Dr. Lerue WingetDeputy SuperintendentOffice of Instruction Services

Elliot Arnoldson

Sharon Beck

Dorothy R. Bennion

Lorna L. Cottam

Gloria Day

Arlea Howell t

Margie Lott

Della McClellan

Margaret Richards

Keith Rogers

Maurice Wilkinson

READING GUIDE COMMITTEE

North Sanpete School District

Alpine School District

Granite School District


Murray School District

South Sanpete School District

Alpine School District

Nebo School District


Northeastern Multi-District Project

Grarite School District

Vola J. Hancock - Specialist, Reading InstructionDivision of General Education

Thanks and appreciation is extended to Vermont Harward and his committee, whohave developed the Reading Handbook, for ideas and information.

Thanks also is expressed to Elsie Dee Adams and Lynn Jones of the State Divisionof Instructional Media for contributions and encouragement; and to Shirley Frandsen,typist, of the Division of General Education.

vi

PREFACE

Reading is one of the four communication skills. This great invention has been devised byman to expand, deepen, and quicken his power to understand and to relate with the things, people,and the aesthetic qualities of his world. It makes possible the storage and retrieval of ideas.

By use of complex decoding skills, man is able to relate an author's expres5ions to his ownexperience in such a way that the reader is able to share a vicarious experience with an author.Reading is one of the very importantscatalysts of learning.

There are other facilitators of learning. Chief among these is basic experience. Long beforehe has learned to decode written symbols the child has learned to use his senses of touch, sight,taste, hearing, and smell to acquire knowledge. This is experience. Some say that half of theknowledge possessed by man is learned by the time he is five to seven years of age. The bulk ofthis knowledge has been acquired without reading. The greater the variety of depth of the reader'sexperience, the better his chance of clear communication with an author through written symbols.

The value.of reading rests solely in the transmittal of concepts, feelings, and understanding.Reading is communication or it's nothing. Therefore, the central purpose of reading instructionis the development of capacity to receive communication via written symbols. If reading iastruc-tion fails to achieve this function, it fails its "reason to be."

Man's drive for achievement demands that learning be acquired at an ever-accelerating pace.Based upon an adequate experience background (which results in a comprehensive conceptual framework)reading can provide a powerful means of acquiring knowledge at an increasingly accelerated rate.It thereby becomes a potent source of achievement and a valuable learning tool.

Fulfillment comes through reading when one thrills at the discovery of a new idea, has aquestion answered, experiences vicariously the frustrations and triumphs of real or fictitiouspeople, travels to distant places, relives historical events, etc, Aesthetic fulfillment can alsobe. acquired through written communication. One who has deprived himself of the delight ofexperiencing beautifully conceived poetry or prose has missed one of life's great opportunities.for true fulfillment. The skills of decoding and especially the skills of comprehension are meanswhich serve these greater ends.

This is a plea to recognize reading for what it really is: communication of ideas; anexceedingly valuable secondary facilitator of learning (the primary facilitator being experienceitself); an accelerator of learning, once the essential experience background is adequate; a sourceof fulfillment resulting from learning acceleration, aesthetic delight, and idea transmittal,

vii

If this is true, then the acquisition of reading competency should provide learners withexperience in:

1. Translating sight symbols into sound symbols.

2. Thinking, evaluating, and reacting to written materials; and drawing conclusionsand inferences.

3. Communicating intelligently with an author in such a way as to understand hispurposes, detect his biases, sense his motives, follow his central ideas, assimilatehis message and evaluate its worth.

4. Responding aesthetically to the beauty of written language so that they enjoy andappreciate the rhetoric, rhythm, accuracy, variety, vitality, and color in writtencommunication.

5. Seeing and using written materials as a means by which knowledge and values producedby the human mind become available--from nature, history, mathematics, society,philosophy, religion, and other sources.

6. Identifying with characters in literature in such a way as to participate in theiractivities and feelings vicariously, and interpret their circumstances in terms ofpersonal experience and meaning.

Decoding skills are a means to these ends and must be practiced by the learner and presentedby the teacher as such.

G. Morris Rowley, CoordinatorElementary Education

viii

I. INTRODUCTIONState Board of EducationState Textbook Commission and State

TABLE OF CONTENTS

VIII. READING FOR ENJOYMENTiii Reading for Enjoyment Pre-Test . . .

Reading for Enjoyment

Course of Study Committee iii

Language Arts and Reading Curriculum IX. READING IN THE CONTENT AREAS

Advisory Committee iv Content Area Pre-Test

Foreword Reading in the Content Areas

Reading Guide Committee vi

Preface vii X. DIAGNOSISDiagnosis Pre-Test

II. PHILOSOPHY AND OBJECTIVE GUIDELINES 1 Diagnosis

Philosophy and Objective Pre-Test 3

ObjectiveS of Reading 4 XI. WORD ATTACK SKILLSObjectives of Reading Instruction 6 Word Attack Skills Pre-Test

Word Attack

III. THE TEACHER AS A PERSON 9

The Teacher As A Person Pre-Test 10 XII. COMPREffiliSION

The Teacher As A Person 11 What is Your Comprehension Quotient?Comprehension Pre-Test

IV. THE NATURE OF THE LEARNER 15 Level.; of Comprehension

The Nature of the Learner Pre -Test 17 VocabularyThought Units

V. OVERVIEW 19 SyntaxForms of Expression

VI. ORGANIZATION OF THE LOCAL READING PROGRAM . . 21

Organization of the Local Reading Program XIII. STUDY SKILLS

Pre -Tes t 22 Study Skills Pre-TestCharacteristics of a Reading Program . 23 Study Skills

VII. READINESS 25 XIV. ORAL READING . . . ....... .

Readiness Pre-Test 26 Oral Reading Pre-TestEvidences of Readiness for Beginning Oral Reading

Readers 27

Mental Readiness , . 28 XV. APPENDIX A - Approaches to Reading

Physical Readiness 31 APPENDIX B - Reading Tests

Social Readiness 34 APPENDIX C - Sources of Help

Emotional Readiness 36 APPENDIX D - District Sponsored Materi

Educational Readiness 37 APPENDIX E - Bibliography

Teaching the Child to Read 43

ix

nationmission and StateCommittee

Reading Curriculum:tee

nittee

JECTIVE GUIDELINESjective Pre-Testdingding Instruction

PERSONPerson Pre-TestPerson

LEARNERLearner Pre-Test

HE LOCAL READING PROGRAM .:he Local Reading Program

a Reading Program . . .

t

iness for Beginning

s

ssnessd to Read

TABLE OF CONTENTS

VIII. READING FOR ENJOYMENT 45iii Reading for Enjoyment Pre-Test 46

Reading for Enjoyment 47iii

IX. READING IN THE CONTENT AREAS 49iv Content Area Pre-Test 51

Reading in the Content Areas 52vi

vii X. DIAGNOSIS 55Diagnosis Pre-Test 56

1 Diagnosis 573

4 XI. WORD ATTACK SKILLS 596 Word. Attack Skills Pre-Test 60

Word Attack 619

10 XII. COMPREHENSION 7311 What is Your Comprehension Quotient? . . . . 74

Comprehension Pre-Test 7515 Levels of Comprehension 7617 Vocabulary 77

Thought Uni. 7919 Syntax 81

Forms of E;;pression 83. 21

XIII. STUDY SKILLS 8522 Study Skills Pre-Test 86

. 23 Study Skills 87

25 XIV. ORAL READING 9526 Oral Reading Pre-Test 96

Oral Reading 9727

28 XV. APPENDIX A - Approaches to Reading31 APPENDIX B - Reading Tests34 APPENDIX C - Sources of Help36 APPENDIX D- District Sponsored Materials37 APPENDIX E - Bibliography43

ix

PHILOSOPHY AND OBJECTIVE GUIDELINES

Reading is a form of communication in which the readerreceives a message. Print is "talk written down," and in thebeginning stages the reader simply converts this print into aspoken language which he already knows--whether this translationis actual (oral reading) or mental (silent reading). The mereconversion of print to sound, however, may result in nothing butphonetic "word calling." It is "reading" only when meaning iscommunicated. In other words reading is thinking. W. SomersetMaugham stated, "A good reader reads thoughtfully, makes sureof his meaning, often stops to see that he understands, or toreflect and judge, and turn back in his mind to retrace the wayhe has come. He must pay close attention to all that makes upthe sense; that is, to the separate words, for to know theauthor's meaning is possible only when all his words are under-stood."

Attitudes are acquired as a result of pleasant or unpleasantexperiences; therefore, the reading teo.cher must be aware of, tnd

try to avoid unpleasant experiences which may prove to be ahindrance to the students' motivation.

Inasmuch as the learning of reading skills is a vital partof reading, the teacher must not only have a knowledge of theseskills, but also must know how to help students apply them. Itis the task of the reading teacher, therefore, to diagnose thestudent's level of readiness at every stage of his development,and to assist the student in selecting materials at the appro-priate level that will help him to reach his goals and toestablish new goals.

The program for reading must develop a reader who recognizesthe many purposes of reading and who can adjust his reading styleto these purposes. Such a reader can rely on many sources forgetting information, can distinguish facts and opinions and detectpropaganda or prejudices, can draw conclusions from what has beenread, can use findings to promote self-direction, is able to relaxand enjoy reading for gain in personal development and satisfaction.

1

The reader then, as W. Somerset Maugham suggested, should be one who thinks and produces something from the

printed page with the look and taste of his own mind upon it; one who can read history, biography, poetry,

fiction, science, or religion until he knows man's ways and his, general direction so that he can strike the

trail of human progress anywhere and follow it.

Philoso hy and Ob'ective Pre-Test

1. Can YOU teach reading?

2. Would you teach reading if you knew how?

3. Are you a mature reader?

4. Name four characteristics of a mature reader?

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OBJECTIVES OF READING

The mature reader is one who:

1. Demonstrates that he has a positive attitude toward reading reading.

2. Enjoys reading both Zor information and for pleasure.

3. Demonstrates an understanding of the relationships between reading and writing, speaking andlistening, and makes effective use of oral and written communication.

4. Uses reading to promote self-direction.

5. Responds to artistry in the materials he reads.

6. Exhibits aesthetic satisfaction and personal enrichment derived from many sources of reading.

7. Enriches his vocabulary by application of appropriate vocabulary development skills.

8. Reads both critically and creatively; he reads between the lines.(a) Detects bias, prejudice, and propaganda in what he reads.(b) Distinguishes facts from opinions.(c) Draws logical inferences, judgments, and conclusions from what he reads.

9. Adjusts his reading skills with flexibility according to the purpose for reading, accordingto his personal background, and according to the nature of the material being read.

10. Pronounces new words quickly and accurately by applying appropriate clues - word structure,phonics, and/or configuration.

11. Reads accurately words and phrases with multiple meanings.

12. Exhibits adequate performance in the communicative art of oral reading.

13. Applies appropriate reading-study skills to material being read.

14. Interprets what he reads so he can predict probable outcomes and anticipate what willlogically follow.

4

15. Reads and interprets accurately appropriate symbols, charts, diagrams, maps, graphs, etc.

16. Uses a dictionary efficiently to find words rapidly, select appropriate definitions, andpronounce unfamiliar words.

17. Uses skillfully reference and resource materials when needed.

5

OBJECTIVES OF READING INSTRUCTION

Every facet of a reading program logically must lead to a single major objective - a person

who reads. Obviously, each person will have different needs and will develop different skills

in reading. However, the 4.!ature reader has characteristics which can be identified through his

behavior.

As the reader grows and matures with many successful reading experiences he will develop:

1. Maturity in reading habits, attitudes, tastes and interests (reads widely)a. Appreciating and enjoying books, authors, and illustratorsb. Developing an attitude of inquiryc. Using reading to meet individual and group needsd. Developing an attitude of wanting to share reading experiences (author's point

of view, factual information, story, etc.)

2. Maturity in comprehension abilitiesa. Perceiving and recalling detailsb. Recognizing organization and sequencec. Grasping main ideas in sentences, paragraphs, or complete selectionsd. Thinking creativelye. Analyzing critically

3. Maturity in the basic reading study skillsa. Locating informationb. Evaluating information for accuracy and relevancec. Collecting and organizing materiald. Retaining and recalling materiale. Following directions

4. Maturity in adjusting rate and style to suit the type of material at handa. Learning to skim and scan (selective type)b. Learning to read for detail (study type)c. Learning to read casually for enjoyment

6

5. Maturity in oral readinga. Interpreting meaning and feelingsb. Enjoying - appreciatingc. Developing expressiond. Adapting voice to size of room and audiencee. Reading in thought unitsf. Developing good speech habits (enunciation, pronunciation)

6. Maturity in word-studya. Building vocabularyb. Recognizing wordsc. Analyzing words

THE TEACHER AS A PERSON

The teacher is the most important variable in theclassroom. Although research evidence suggests that nosingle type of personality is vital to teaching successor effectiveness, certain fundamental personality attri-butes are commonly recognized by educators as beingcontributive to the positive development of most stu-dents. The discovery and nurturing of important personalattributes is absolutely necessary for the teacher whowould extend his influence more deeply.

Do you dare to look at yourself? Use the next fivepages to assess your personal qualities.

9

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Answers:

1.

2.

3.

4. (1) Interest and respect (2) Patience (3) Enthusiasm and love for learning

(4) Firmness (5) Consistency

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Attributes

THE TEACHER AS A PERSON'

Description Explanation

Genuine respect andunselfish concern

Deep regard for intrinsicworth of the student

The teacher has a personal interestin student needs, the desire to giveof self for growth and happiness ofeach student, and the ability to empa-thize.

Firmness and consistency Steadiness (quality of notbeing easily moved or disturbed,holding to a standard or an ideal)

It is wise to maintain a sensitivebalance between firmness and flexibilit:between concern for student's desiresand educational goals. The teacherestablisheS reasonable and fair class-room policies and procedures, preferabl:with the help and planning of his stu-dents.

Fairness State of being unbiased andimpartial

A teacher who is fair tries to dealjustly and equitably with each studentregardless of his race, parentage, orsocio-economic status. He tries to dofor each student that which will maxi-mize personal development.

Sensitivity to thepresent needs,interests, and abilitiesof each student

Having quick and keen sensitivityto intellectual differences andpersonality needs including inter-gists and abilities of each student

The teacher is sensitive to studentanxieties over their ability to learnand to their lack of self-confidence.He does not expect the same performancefrom all his students. He challengeseach to work to his own capacity.

11

Attributes Descri tion Explanation

Flexibility Ability to respond to changingor new situations

The flexible teacher is imaginativecreative, pliable, and not threatenedby the unexpected or innovations inmodern techniques. He adapts with ameasure of composure to the new situa-tion.

Friendliness Involves being kindly and warmlydisposed toward others

By his friendly manner, i-e promotesa warm, wholesome classroom atmosphereHe treats students with kindness yetfirmness.

Cheerfulness Implies an animated and eventemper which shows itself in face,voice, and action

The cheerful teacher radiates hisstate of mind by his ready smile, bythe vigor of his action, and by theanimation of his facial expressionsand voice.

Enthusiasm and lovefor learning

Ardent zeal and interest inlearning and discovering truth

The teacher who radiates his lovefor learning tends to create in theminds of his students a sense of wondeand fascination for ideas and anintense eagerness for learning anddiscovering truth.

Moral excellence Attributes of honesty, loyalty,dependability, virtue, and integ-rity

In the area of character develop-ment, as in all other areas of teachinone can teach no more than he himselfpersonally accepts and exemplifies.The teacher attempts to be what heencourages his students to become.

12

Berry's World

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"John, when you say I'm really 'heavy,' howdo you mean that?"

Attributes

Emotional competence

Descri tion Explanation

Ability to deal effectivelywith and control emotionalexpression or feeling

The teacher's unique patterning ofemotional reactions sets the stage oratmosphere for classroom learning.Teaching is an emotionally taxing pro-fession, and one cannot hope to be con-sistently successful nor at peace withhimself or others unless he develops ameasurable degree of emotional compe-tence. To be effective, teachingdecisions must be based on what is bestfor the student and not on the teacher'spersonal needs.

Introspectiveness Reflective examination andappraisal of one's self

A good teacher sees himself objec-tively and devises a plan of self-improvement. He examines his personalconvictions, experiences, philosophy oflife, and education, attempting alwaysto clarify and refine. He recognizes hecan succeed no better as a teacher thanhe does as a person.

Patience The ability to bear or enduredifficulties with composure

4,0

The patient teacher shows a willing-ness to accept the student's individuallearning pace. Many insecure studentshave been measurably helped by theteacher who has had sufficient patienceto help them learn to satisfy theirneeds in legitimate ways while enduringsome personal displeasure in the process

13

Attributes Description Explanation

Sense of humor Ability to appreciate thehumorous

The perceptive teachcr uses humoras a first aid measure to relieve ten-sion and to provide a change of pace.He never uses humor to embarrass orhumiliate students. It involves anattitude of not taking oneself tooseriously and the ability to chuckleat one's mistakes.

Personal cleanlinessand good grooming

Quality of being physicallyclean and neat in appearance

The teacher is sensitive to theimportance of his physical bearing andcleanliness. The quality of his phy-sical appearance influences the imagethe students hold of him as a person.

Self-esteem Having a positive and acceptantattitude toward oneself

The teacher who has a positive atti-tude toward himself is likely to beself-confident in his teaching, andopen to suggestions from others.

14

THE NATURE OF THE LEARNER

A major element in the learning Lf reading skills isthe learner himself. He is the one moat important variablewhich the reading teacher must deeply understand in orderto teach effectively. Reading is a composite of responsesby an individual learner whose quality of reading perfor-mance is affected by his own unique background and abilities.The teacher who promotes the efficient learning of readingmust take into account his students' experiential background,their physical, intellectual, emotional, and social charac-teristics. He must have a deep sensitivity to his students'abilities, interests, and ambitions in order to: (1) approachhis students individually on that academic level at which th.yare capable of achieving the maximum degree of reading success,and (2) select teaching materials and methods which willmarkedly promote their reading competency and bring aboutdesired behavioral changes.1

Maslow has offered a theory concerning students' needswhich is referred to as the "hierarchy of needs."

Self-actualization needs

Esteem needs

Love needs

Safety needs

Physiological needs

1Dechant, Emerald"V., Improving the Teaching of °:ading,Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1964, pp.33-83.

15

Maslow's theory implies that students do not need to be forced to conscientious study andconstructive schoolwork. Provided suitable curriculum, students' inherent curiosity, desiresfor understanding, and self-actualizing motives are sufficient. To release the natural self-actualizing motives, the teacher needs to provide greater satisfaction of physiological,safety, love, and esteem needs. When the lower-level needs are reasonably satisfied, thestudent is likely to pursue stimulating reading tasks with more enthusiasm and then go on toachieve a greater degree of reading proficiency.2

2Maslow, Abraham H., "A Theory of Human Motivation," Psychological Revlew, 1943,p. 50, pp. 370-396.

16

The Nature of the Learner Pre-Test

1. What is the most important variable in learning to read?

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The overview diagram is presented as a check to help in visualizinga complete reading program for kindergarten through twelfth grade.

Skills, abilities, and attitudes listed the beginning of theoverview will of necessity need to be reviewed and reinforced as neededby individual students.

The sequence is not rigid and many of the skills that are listedtoward the middle and end of the continuum can also be taught advanta-geously in the early stages of reading instruction.

18

5

6

.

7

Affective .Development

K-

Has positive self-cone

Develops positive social

relationships

Responds freely

/ Assumes responsibility

/ Exhibits interest (books,

printed talk)

Desires to read

Is self-motivated

Finds pleasure in books

Finds pleasure in reading

Demonstrates positive attitude

Is eager to share

Has broad interests

Recognizes literary worth

8

Solves personal problems

through books (Fiblictherapy)

Chooses reading as a leisure

activity

Appreciates types of

literature

Peads for in-depth

development

1

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OVERVIEW

Skills Development

Auditory perception

Visual perception

Auditory discrimination

Visual discrimination

Letter forms (alphabet)

Sight words

Initial consonants

Final consonants

Medial consonants

Rhyming words

Consonant digraphs

.Consonant blends

Vowel digraphs

Inflectional endings

Compound words

Contractions

Suffixes

Prefixes

Root words

Hyphenated words

Syllabication

Alphabetizing

Accent

Diacritical marks

Dictionary and glossary

Respellings

Pronunciation kev

Reading study s'.cills

Locational

Evaluation

Collecting and organizing

Retention and recall

Versatile reading habits

19

'Cognitive Development

1

Inquires

Attends

Remembers

Conceptualizes

Comprehends language

Verbalizes fluently

Compares

Contrasts

Classifies

Categorizes

Sequences

Summarizes

Generalizes

Solves problems

Makes decisions

Grasps main ideas

Perceives details

Recalls details

Forms sensory images

Interprets typographical

signals

Interprets meanings

Interprets feelings

Sees relationships

Evaluates accuracy

Evaluates relevancy

Draws conclusions

Locates information

Organizes

Recognizes plot and style

Analyzes

Thinks creatively

Innovates

3

2'

4

ORGANIZATION OF THE LOCAL READING PROGRAM

Reading is important in all areas of subject matter.It can be said, that the success of the whole curriculumis dependent upon the effectiveness of the reading program.

While we may agree that it is what teachers do witha program that really counts, we should also agree thatsystematic attention must be given to the overall organi-zation of a reading program if it is to make its maximumcontribution.

21

Organization of the Local Readin Pro ram Pre-Test

A reading program stiould include: Choose One:

a. A functional phase 1. All of these

b. An enrichment phase 2. All but f

c. A developmental phase 3. a, b, c, e, f

d. A study program 4. a, b, c, e

e.

f.

A recreational phase

A speed phase

5. a, c, e

CHARACTERISTICS OF A READING PROGRAM

The following guidelines are proposed for developing effective local patterns. of organization:

1. Define program in keeping with the State philosophy.a. Base teaching on diagnosis (test, teach, retest, as an ongoing process)

b. Develop the following areas at each level:(1) Development of reading skills(2) Application of the reading skills(3) Recreational or personal reading

c. Adjust the organization to meet the instructional needs of each student(1) Reading levels(2) Skills(3) Interests

2. Plan for continuous study, evaluation, and revision. Keep the program in line withsound principles and techniques of learning.

3. Acquaint all teachers with the organization and functioning of the entire readingprogram. It is important for each teacher to understand how his own instructionfits into the total program for continuous development of reading skills.

4. Provide adequate supplies and equipment to support the suggested program.

5. Adjust class load to be in keeping with good educational policy.

6. Stimulate reading interests through an attractive, flexible classroom environment.a. Set up interest centers

b. Schedule special class time for selecting, browsing, sharing, and study of materials

c. Shelve books in specially designated areas

d. Set up attractive book displays

e. Provide comfortable, attractive mobile furniture

23

7. Strengthen your reading program by keeping the community informed.

8. Organize a concise, adequate, and readily available record-keeping system.

A retrieval system should be designed for simplicity and ease of use. It isa necessary component for effective individualization.

. The term retrieval system has emerged from computer technology. It appliesto the keeping of records which provide for the identification of essential past,present, and ongoing information about learners. It is IMPERATIVE in prescribingfor learners.

References:

A good retrieval system:

(1) Serves the student by providing better understanding of himself andof the educational goals.

(2) Provides self-motivation.(3) Serves to communicate progress to parents and students.(4) Serves the teacher in helping to evaluate, diagnose, and prescribe

appropriate learning activities for the student.

1. C.P.E. Manual.2. Heilmann, Arthur W., Teaching Reading, pp. 354-355.3. Smith, Nila Banton, Reading Instruction for Today's Children, pp. 422-426.

24

READINESS

Too frequently maturation or genetically determined growthis confused with learning or environmentally induced growth.

"Without maturation the child cannot learn; without expe-riences he has nothing to learn. . .The child develops skillsmost readily if they are built upon the natural foundation ofmaturational development. Premature training may lead to noimprovement, to only temporary improvement, or to actual harm.Premature training may destroy the child's natural enthusiasmfor a given activity and it is doubtful that drill and exer-cise will ever be a substitute for maturation."

"However, children need appropriate environmental stimu-lation if maturational development is to progress at an appro-priate rate. The teacher cannot overemphasize either maturationor experience learning. Too much emphasis on maturation maylead to useless postponing of what could be learned; too muchemphasis on learning or experience may lead to futile attemptsat teaching that for which the child is not ready."'

Russell suggests that if a child isn't ready, he isremarkable in his ability to resist teaching.

The teacher should always be appraising. Standardizedtests, informal tests, teacher observation, performance onassigned tasks, individual conferences, and study of schoolrecords are all necessary to make diagnosis complete. It ispossible for a teacher to misjudge a given child's capabilitiesseriously unless she uses some scheme for keeping her presentjudgment from being influenced by negative opinions abut thechild.

1Dechant, Emerald V., ImproyiLei- the Teaching of Reading,Prentice-Hall, New Jersey, 1964, pp. 127-128.

25

9Z

1. Concept formation and language development

2. Auditory perception

3. Visual perception

4. Awareness of reading mechanics a. Listening b. Left to right, top to bottom, front to back

c. What books are

5. Positive attitudes toward reading

'5

17

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4say-A sseuTpuau

EVIDENCES OF READINESS FOR BEGINNING READING

Reading Readiness

1. Concept Formation and Language Development

a. Sensory experienceb. Sophisticated language usage

2. Auditory Perception

a. Gross discriminations(1) Sound sequences(2) Source and direction of sound(3) Figure ground - child can perceive sound amidst

a lot of sounds(4) Perception of common sounds of environment

b. Minute discriminations(1) Rhyming words(2) Nursery rhymes and poems(3) Syllables(4) Phonemes

3. Visual Perception

a. Likenessb. Difference

4. Reading Mechanics

a. How to handle booksb. Left to rightc. Front to backd. Top to bottome. Print As talk

5. Positive Attitude

27

Skills--Concepts

Mental age, generally is amuch better indicator ofreading readiness and achieve-ment than is I.Q., especiallyat the early levels.

"Mental age and readingbecome more and more highlyrelated as the reader pro-gresses into more and moremature materials and as hereads more and more formature purposes."

.MENTAL READINESS

Behavior

The teacher may infer thatif her estimate of a studentcorresponds with a low mentalage test score, a regularreading program should bedelayed.

Prescription

Pursue a thorough readinessprogram for the child of lowability. Provide experienceswhich will overcome deficienciesin all areas.

Reference

"Adapt materials and methods E-8 Bondto suit the differences in men-tal ability found in the class,rather than waiting for eachchild to reach a certain mentalage."

The results of a group testof mental ability are informa-tive and useful to the teacher.When the accuracy of the groupmental test is questioned, anindividual mental test shouldfollow.

NOTE: All references are found in the Appendix.

A. Approaches to ReadingB. Reading TestsC. Sources

28

D. District SponsoredMaterials

E. Bibliography

C-5 Sucher

E-8 Bond,p..130

Skills--Concepts

"The teacher is an environ-mentalist. Even though theteacher cannot add to thechild's basic capacity, hecan do much to encouragehis potential. The childcommonly has a much greatermental capacity than he iswilling to use."

The five to six-year-oldis naturally curious andseeks answers to questionsof how and why in his envi-ronment. Students naturallyuse the elements of thescientific method: theyobserve, experiment, andtest.

The youngbest throughAll learningsome sort ofexperience.

child learnshis five senses.begins withsensory

Mental Readiness - Continued

Behavior

The teacher may infer thatthe student is mentally readywho:

is naturally curious

seeks answers to the "how"and "why" of things

observes, experiments,tests

is increasing his memoryspan

29

Prescription

Provide for experimentationwith levers, wheels, belts,pulleys, magnets, batteries,solids, liquids, and gases.

Provide construction mate-rials and measures.

Take excursions to observenature, work processes, etc.

Make use of the child's senseof touch, taste, smell, hearing,and seeing. Provide experiencesfor him such as the following:

Handle bolts, screws, washers,pliers, etc.

When blindfolded, try to iden-tify fur, bark, sandpaper,velvet, etc.

Reference

E-16 Dechanip. 38 ,

SkillsConceits

The young child uses manyimitations as an approach tolearning. Children playthings out.

The memory and attentionspan of the five to six-year-old are short but areincreasing.

Mental Readiness - Continued

Behavior

30

Prescription

Try to identify sounds(crumple of paper, jingleof money, etc.)

Identify and describe tastesand smells

Provide opportunity for child-ren to explore through play:

the roles of people theyobserve around them

the meaning of events theyhave cJserved

Play "following direction"games. (Remembering how to dothings, remembering where to go)

Use flash card exercises."Look, circle the letter I showedyou." "Look, circle the word Ishowed you."

Display a group of objects.Cover. Try to recall the objects.

Show a single picture. Remove.Try to recall the objects in thepicture.

Use materials for letter andword tracing.

Reference

Skills--Concepts

The child is both physicaland physiological.

Vision

Vision is dependent on theorgan of the eye. If theorgan is defective the func-tion is likely to be impairedand thus lead to readingdifficulty.

PHYSICAL READINESS

Behavior

teacher may infer thatthe child is physically readywho:

grows normally

participates actively

has normal amount of energy

accepts school routineshappily

has good general coor-dination

evidences good organic con-dition

The teacher may infer thatthe student has effectiveviion if he:

can focus on materials

can coordinate his eyes tomove along a line and makereturn sweeps

sees clearly and distinctly3--:th near and far

has visual memory of what hehas seen

is able to sustain visualconcentration

31

Prescription Ref e

Solicit cooperation between E-8home and school and in the earlyidentification and correctionof visual inefficiency.

E-16

E-8

(SeeReainsproPag

is

h physical

PHYSICAL READINESS

Behavior

The teacher may infer thatthe child is physically readywho:

grows normally

participates actively



has good general coor-dination

Prescription Reference

evidences good organic con-dition

ent on the The teacher may infer that Solicit cooperation between E-8 BondIf the the student has effective' home and school and in the early p. 43-44the func- vision if he: identification and correctione impairedading

can focus on materials

can coordinate his eyes tomove along a line and makereturn sweeps

of visual inefficiency.

E-16 Dechantp. 43

E-8 Bond

sees cle-,ly and distinctlyboth near and far

has visual memory of what hehas seen

is able to sustain visualconcentration

31

p. 99

(See Educationa3Readiness forinstructionalprocedures)Pages 34-39

Skills--Concepts

Direct training in visualdiscrimination should begiven.

Hearing

Hearing is possible onlythrough the organ of the ear.If the organ of the ear isdefective, the function islikely to be impaired andthus lead to reading dif-ficulty.

The maturation of auditoryskill is gradual and israrely fully developed beforeeight years of age.

"Auditory discriminationmatures and is developedthrough instruction."

Physical Readiness - Continued

Behavior

has good hand-eye coor-dination

is able to perceiveaccurately size and dis-tance relationships

The teacher may infer thatthe student has hearing prob-lems if he shows signs of

inattention

confusion

changing of head positionto catch sound

failure to respond todirections

request for restatements

32

Prescription

Solicit cooperation betweenthe home and saibol and in theearly identification and cor-rection of auditory ineffi-ciencies.

Referee

E -16 I

E-16 I

(See 5Readii

instrproce.

Pages

sr

Iscepts

in visualuld be


Behavior

has good hand-eye coor-dination

is able to perceiveaccurately size and dis-tance relationships

ible only The teacher may infer thatof the ear. the student has hearing prob-e ear is lens if he shows signs of:ction is inattentionred andng dif- confusion

of auditorynd isoped before

iminationelopedn."

changing of head positionto catch sound

failure to respond todirections

request for restatements

32

Prescription

Solicit cooperation betweenthe home and school and in theearly identification and cor-rection of auditory ineffi-ciencies.

Reference

E-16 Dechantp. 146

E-16 Dechantp. 146

(See EducationalReadiness forinstructionalprocedures)Pages 34-39

Skills--Concepts

General HealLli

In general, good health isconducive to reading successand poor health is oftenassociated with readingdeficiency.

Excessive thinness or fat-ness, poor skin color, dull-ness of eyes, lack of interest,lack o muscular coordination,may evidence poor health.

Generally, physical inade-quacies are contributoryfactors rather than primaryfactors causing readingproblems.

Neurological limitationsare hard to detect and oftencome to light as a result ofunexplained, unsatisfactoryresults in good reading pro-grams.


Behavior

The teacher may infer thatthe student has good general,health who:

is growing normally

participates in active play



has good general coordi-nation

evidences good organiccondition

Brain or neurologicalimpairment may be evidencedby lack of response or byhyperactivity at the otherextreme. Child may be unableto concentrate, to retain, toexpress, to verbalize.

33

Prescription

Solicit cooperation fromthe home in early identifica-tion and correction of healthproblems. Encourage parentsto see that the student'shealth and safety come first.

Encourage participation inhealth practices, physical exam-inations, immunization, regulareating habits, regular resthabits.

Children with neurologicalproblems should ]7e,:eive medicalaid in addition to a carefulplanned program in reading.

Reference

Skills--Concepts

Thinking is possible onlythrough the organ of the brain.If the organ is defective thefunction is likely to beimpaired and thus lead toreading difficulty.

Skills--Concepts

The process of socializa-tion is a significant partof the student's total devel-opment.

Reading will suffer alongwith other learnings for thechild who is socially inse-cure.

As the child's basic devel-opment needs are cared for,his essential prereading needsare met.


Behavior Prescription Reference

Recognize and adjust toindividual limitaticns andneeds.

SOCIAL READINESS

Behavior

The teacher may infer thatthe student is sociallyadjusted who:

'accepts necessary routine

is self-reliant and feelsresponsible for own behavior

is considerate of others

is accepted by his group

contributes to the group

assumes responsibility

is dependable and recognizesauthority

34


Observe the level of devel-opment of abilities as evidencedby the following:

Does the student participatein group activities?

Is he free from over-aggression?

Does he contribute to dis-cussions?

Is he accepted by his group?

Can he work independently?

Does he assume responsibilities?

Is he dependable in carryingout his assignments?

Does he recognize authority?

Skills--Concepts

If children are to be welladjusted at sixteen years ofage, they must be helped tobe adequately adjusted at six.

Social Readiness - Continued

Behavior

35

Prescription

Keep records of significantinformation.

Organize activities thatpromote gathering and sharingideas through discussion.

Create a feeling of responsive-ness by showing the utmost res-pect for each student and hiscontributions.

Involve all students in plan-ning, taking field trips, usingaudiovisual materials, sharingreports, evaluating, etc.

Apply social studies learningto everyday living by acceptingand sharing responsibility andshowing consideration for others.

Remember that a stable, sched-uled, orderly classroom operationis conducive to personal andsocial adjustment of the students.

Reference

Skills--Concepts

Emotional problems can dis-tort a child's perception andthought processes so that helearns incorrectly and inef-fectively.

Poor performance causesfeelings of inadequacy anddiscouragement. Feelings maybecome so intense that theyhandicap learning.

Emotional maladjustment mayevolve as a direct outgrowthof a student's frustration inhis schoolwork.

EMOTIONAL READINESS

Behavior

The teacher may infer thatthe student is personallywell-adjusted who:

accepts necessary routine

is self-reliant and feelsresponsible for his ownbehavior

is considerate of others

is accepted by his group

contributes to his group

assumes responsibility

is dependable

recognizes authority

36

Prescription

Observe the level of devel-opment of qualities as evidencedby the following:

Does the student appear youngcompared to his group?

Is he happy?

Does he have tantrums?

Is he shy or withdrawn?

Does he need more than theaverage amount of teacherattention?

Does he feel the need forgive and take in relation-ships?

Provide concept type teaching.

Provide time for discussion.

Create types of experiencesto help children grow ingaining'self-confidence.

Establish a stable, orderly,Scheduled classroom.

Reference

Skills--Concepts

We contribute significantlyto a student's readiness forlearning as we work to helphim overcome shyness or fear,tension or inability torelate successfully to otherchildren.

Skills--Concepts

Much of a child's successin learning to read dependsupon the richness and back-ground of first-handexperiences.

A broad rich experiencebackground equips the stu-dent with the tools of mean-ingful reaction to theprinted page.

Through first-hand experi-ences the student adds tohis stock of ideas and mean-ingful words which he musthave if reading is to bemore than word calling.

Emotional Readiness - Continued

Behavior Prescription

Create a feeling of free-dom and responsiveness byshowing the utmost respectfor all students and theircontributions.

Involve all children inmaking plans, working on com-mittees, taking field trips,using audiovisual materials,sharill3 reports, evaluating.

EDUCATIONAL READINESS

Behavior

The teacher may infer thatthe student is educationallyready who:

relates ideas in sequence

contributes to experiencestories

uses a variety of simplesentences

expresses himself clearly

shows familiarity with thecommon elements of hisenvironment

37

Prescription

Take field trips (farm,food market, factory, museum,planetarium, newspaper plant).

Tour school plant and yard.

Take neighborHood walks tosee a house being constructed.

Invite resource visitors tothe classroom to tell about ordemonstrate the work they do(cake decorating at the bakery,raising beaver or mink, makingbread).

Reference

Reference

Skills--Concepts

There are real communicationhazards in the use of languagealone for developing concepts.

The school must providethe preparatory experiencesfor those children who comefrom an environment thatdoes not stimulate con-ceptual and perceptualgrowth.

Reading success if relatedto the student's ability totalk purposefully, to expressideas,r.and to clarify con-cepts.

The student must possesscertain thinking skills toexperience reading success:

He must be able to inter-pret, associate, conclude,and think on an abstract level

He must have developed anappropriate memory and atten-tion span

Educational Readiness - Continued

Behavior

understands the storiesthat are read to him

retells stories

has an adequate vocabulary

recognizes varied meaningsof words

makes auditory and visualdiscriminations

38

Prescription

Plan first-hand experi-ences where children canobserve or experiment in theclassroom (hatching chickens,growing indoor garden).

Make and display collec-tions in the classroom.

Reference

Use filmstrips, films, pic-tures, models, T.V., and otheraudiovisual aids to help developand clarify concepts.

Remember informal teacherobservation and appraisal isa day-by-day process.

Provide opportunities forchildren to tell stories orrelate experiences. Note newvocabulary - new meanings ofwords.

Give training in thinkingskills.

Provide exercises for devel-oping attention and memoryspan such as:

Relate stories in sequence

Predict outcome from pic-ture sequence


Skills--Concepts Behavior Prescription

Auditory discriminationmatures and develops throughclassroom instruction.

39

Describe probable reactionsof persons in pictures

Solve problem situations inpictures

Organize ideas according tologic, to chronologicalsequence

Categorize objects, pictures

Recognize varied meanings ofwords

Check the student's abilityto identify sounds of the envi-ronment (train whistle, walking,punning, etc.).

Prepare exercises recognizingsimilarities in tonal pattern.

Be constantly alert to inade-quacies in background or faultyunderstandings of each student.

Provide direct instruction invocabulary building.

Reference

Observe level of developmentof abilities as evidenced by thefollowing:

Can he relate ideas in sequence?


Skills--Concepts Behavior Prescription

Does he speak clearly?

Does he speak in completesentences?

Has he adequate oral andunderstanding vocabularywith which to expresshimself?

Is he free from infantilespeech?

Is articulation easy?

Does he enunciate clearly?

Is pronunciation reasonablyaccurate?

Does he use words accuratelyand well?

Does he recognize variedmeanings of words?

Reference

Stop when sharing a good bookor poem with children and enjoycolorful phrases and apt words,

Plan discussion periods wherechildren have opportunity to dis-cuss items of interest or concernin large groups, small groups.

40


Skills--Concepts Behavior Prescription Reference

Prepare exercises for iden-tifying beginning consonantsound, ending consonantsound.

Prepare exercises for iden-tifying rhyme.

Match pictures to rhymingsound or to beginning sound.

Provide training experiencesin visual discrimination suchas:

Identify differences incolor and shades of color,size, shape

Put puzzles together

Complete a figure from parts

Identify likeness and dif-fererce in abstract objects

Sort and categorize as tosize, shape, and color

Translate square shape of areal object to square of adrawing

Translate three dimension totwo dimension and vice versa

41


Skills--Concepts Behavior Prescription Reference,

Identify position in space(over, under, in, on)

Provide activities to developbody awareness (visual motorcoordination)

Use mirror activities (games,e.g., "Simon says," "Head,Shoulder, Knees and Toes."Jungle gym, balancing boards)

42

TEACHING THE CHILD TO READ

Bond quotes Lamoreaux and Lee in relation to readiness as saying:"Each stage of reading is a step in readiness for further reading andthis continues as long as there is development in the reading process.Thus, if even in adulthood, one's consciousness of the possibilities andmeans of improvement in the thought-getting process or the rate, resultsin an improvement in our reading it may be considered a state in thereadiness process. "1

"Reading readiness, therefore, is not the concern of the first-gradeteacher alone, but of all who wish to encourage growth toward readingproficiency."2

"Readiness is an ever-present concern of every teacher and everylearner in every learning situation. It is immediately apparent thatlearnings can be made only when the learner is ready to make them."3

Guidelines in the learning process that have particular applicationin this concept of readiness are:

The individual seeks that for which he is physiologically andpsychologically ready.

The introduction of skills is useless unless the student's followingexperiences serve to reinforce and maintain those skills.

Every teacher should be familiar with the sequence and continuityof the total skill development program so that he can adjust pre-scriptions according to individual learning capacity and readiness.

1Bond, Guy L., Teaching the Child to Read, Macmillan Company, New York, 1960,p. 93.

2Ibid., p. 94.3lbid., p. 93.

43

READING FOR ENJOYMENT

As the student is being taught the mechanics ofreading, he should discover that reading can be fun.The sheer joy of becoming involved in reading has meritin itself. Jeanette Veatch suggests that, "The pointis, after all, not only that the children can read, butthat they do read."

The student needs to be involved in purpose-orientedselections. The time for this activity should be defi-nitely programmed with the opportunity for specialprivileges when the need arises.

Reading should never deteriorate into a ritual, butshould serve as a means of awakening the senses and stir-ring the imagination and the emotions. Reading shouldalso satisfy a valid learning or release need of thestudent.

Unless a student can develop an appreciation forliterature and can derive a real sense of pleasure fromreading, much of the world's fine literature will notbe read. Teachers' enthusiasm for stories and all formsof literature can be contagious and can stimulate stu-dents to read. When a valid purpose (information, fun,enjoyment, accomplishment) is achieved, pleasure isderived. Then an old adage is applicable, "What islearned with pleasure, is learned full measure."

45

Reading for Enjoyment PreTest

-

A. Why should students have recreational reading?1.

2.

3.

4.

B. What four ingredients are necessary for a good recreationalprogram to really function?1.

2.

3.

4.

SaT1TATTOV(1211TaTOS P ST Teupl) uoTTeooT '2uTllas

(zpupi qvum) sTpTialuw *z

(ctionm ruotl lnq) emTy 'T

,tioTloun; ATTPaa 01 mpaSoadTpuoTleaa,da pooS p ao3 Aressapau alp squaTpaa2uT anol qpnim E[

srmis 2uTpaaJ 3o uoTleo TTddP Tpanlau apTAoad'ATsnoTapoTA arri azoTdxa of

'2uTaTim go saTAls pup sadA3 snoTapApup .8.2mill-re aol uoTlpToaadde pus uT 4saialuT up doTaAap of 'z

'2uTpeaa aox a/to' P doTaAap oj, 'T

2.2uTpaaa reuoTquazoaa BAER squapnls pTnotis Atm .k7

46

Skills--Concepts

Reading for enjoyment ofpersonal satisfaction

READING FOR ENJOYMENT

Behavior

The student evidencespleasure in recreationalreading by:,

sharing his readings

choosing to read

reading a wide varietyof materials

referring to his readings

47

Prescription

Provide an attractive andinviting reading center withmany points of interest thatare kept current, such asliterature, science, poetry,mathematics, art, and socialstudies.

Provide, with student sug-gestions, a wide variety ofstimulating materials:

Novels, editorials, shortstories, plays, poetry, map3,travelogues, jokes, songs,tall tales, puns, anecdotes,fairy tales, riddles, letters,comics, charts, tapes, films,records, and digests.

Reference

D-8 CURC

D-8 Rice Hous

Help the student to developa taste for the "well-written."

Help the students to gain anacquaintance with authors andtheir style of writing.

Provide a time for sharingchoice selections foundduring personal reading time.

Provide many opportunitiesfor varied reading for funwithout the burden of reportsand evaluations.

Reading for Enjoyment - Continued

Skills-Concepts Behavior Prescription Reference

Schedule at least an houra week for recreationalreading. Incidental periodsshould'also be used.

Provide opportunities forchildren who have read thesame stories to dramatizethem or share in other ways.

Provide opportunity for booksto be taken home.

48

READING IN THE CONTENT AREAS

Every teacher is a teacher of reading. In tht contentareas, each of the numerous reading skills must be app Ledto the specific subject area in a particular way. Thesespecific reading skills will not automatically transferfrom one content area to another. Teachers must make pro-vision for it. As an important part of the transfer,students will need to develop a knowledge of the specific,technical, and symbolic vocabularies within the variousdisciplines.

Social Studies

"Reading in the social studies is a special skilland one that the student is called upon to use innu-merable times. The student must learn a new verbalvocabulary. He-must learn to handle new symbols:maps, charts, graphs, and diagrams. He needs to readcritically. The greatest demand put upon the learneris perhaps that of requiring him to interpret relation-ships, especially cause-effect relationships."

Science

"Reading in science requires the ability to followa sequence of events. Directions become an importantfactor. Reading in science as in mathematics usuallyis careful, analytical, and slow. It puts a premiumon inductive reasoning and on detail. It demands aproblem-solving approach similar to the steps of thescientific method."

Mathematics

"Reading in mathematics requires the student tocomprehend a new set of symbols. He must react tonumerical symbols that synthesize verbal symbols. Hemust be able to read and compute. He must read

49

deductively. He must translate formulas intomeaningful relationships, and generally, he mustread slowly."

Literature

"Reading literature require special appreciationof the mood and style of the author. It requiresinterpretative reading and emotional involvement bythe reader. The reader needs to read with his mindand with his emotions. "1

1Dechant, Emerald V., Improving the Teaching of Reading,Prentice-Hall, Inc., Englewood Cliffs, New Jersey, 1964.

50

Content Area Pre-Test

1. What provision do YOU make for the teaching of reading inthe content areas?

2. Where in the curriculum should the vocabulary of science,social studies, and mathematics be taught?

3. How does reading in the content subjects differ fromrecreational reading?

asodand puu tsioqmAs gLcauTnquooA 'aualuoD '9TAls uT luaaamp sT qI

'038 'seT3TATaou suTlemaillum uT lqBnel aq pTnotis sopemaliTem &in:mag .z

:saamsuv

51

Skills--Concepts

Social Studies

Read criticallyInterprets cause and

effect relationships

Science

Set purposesSearch for discoveryHypothesizeOrganizeGeneralize, etc.

READING IN THE CONTENT AREAS

Behavior

The student:answers inferential ques-tions (why? dow?)

arrives at conclusions

makes gendralizations

interprets deeper meanings

uses skills when referringto maps, globes, tables,diagrams

The student:carries out experimentssuccessfully

uses the problemsolvingapproach.

52

Prescription

Develop specific vocabularylists. Use words in context.Ask students to use them.

Reference

Use films, filmstrips, charts,to illustrate a concept.

Help students to set purposesfor reading. Make purposesspecific so the student willknow how to read.

Provide experiences whichrequire the interpretation oftables, charts, diagrams, maps,etc.

Teach the content vocabulary.

Provide opportunity for stu-dents to use graphs, equations,formulas, etc.

Assist students in settingthe purpose for an experiment.

Teach students to plan thesequence by jotting down thesteps of an experiment in properorder.

Skills--Concept

Mathematics

Interpret mathematicalfigures

Translate formulas intomeaningful relationships

Think quantitatively

Read deductively

Reading in the Content Areas - Continued

Behavior

The student:associates symbolic lan-guage in solving problems

translates formulas insolving specific problems

follows a definite deduc-tive procedure in problem-solving

thinks in terms of geo-metric and quantitativerelationships

53


Teach students to use prob-lem-solving techniques.

Practice making outlines andsummaries of material.

Help students to read with aspecific purpose in mind.

Give students many oppor-tunities to think geometricallyand quantitatively to translatethese ideas into verbal symbolsand mathematical formulas.

Encourage students to use adefinite procedure:

What am I asked to find out?

What facts do I need for thesolution?

What is the first step in thesolution?

What are the subsequent steps?

What is the reasonable answer?

Study the contrast between theway words are used in mathematicsand in other areas.

Teach students appropriate sym-bols and abbreviations.

SkillsConcepts

Literature

Reading is related to thewhole process of childdevelopment.

"Reading may become oneof the chief media forlearning. The child canuse reading to acquireknowledge and to change hisown attitudes, ideals, andaspirations. . .It opens upto him to distant lands, andlets him walk side by sidewith the great sages oftime."

"We read with our eyes,our muscles, and our emo-tions."

Basically, reading is, orshould bethinking.

Reading in the Content Areas - Continued

Behavior

The student:interprets mood

tells how the storycharacters might feel

interprets the author'smotive

evaluates style, plot,characterization, andtheme

54

Prescription

Help students learn toanalyze the elements of plot,characterization, style, andtheme.

Select" and discuss the wordthat best describes the plot.

Analyze the statements of aspecific character. Encouragethe students to comment.

Reference

E-16 Dechantp. 39

Have the students underline E-16 Dechantone of three words that best p. 10describes a character.

Analyze the author's styleas to general mood, tone, andfigures of speech used.

Share personal reactions.

Interpret the message of thestory. Discuss how the authoruses the characters to conveythe message and ideas.

Diagnosis Pre-Test

Can you name four diagnostic techniques?

1.

2.

3.

4.

lsal 2uTpuaa 3118TTS "7

asal 2uTpuaa Tuao c

sTsAreue paom pus oTaauoga .z

saTaoquaAuT lsaaalui .T

56

:saamsuy

Diagnosis PreTest

Can you name four diagnostic techniques?

1.

2.

3.

4.

asaa gaTPeal lueTTS

asal BuTpuaa Tuao

sTsAreue paom pus oTaauoild *z

saTaoluaAuT asaaalui

56

:Sa9MSUV

DIAGNOSIS

1. Administer standardized tests to determine:

a. Comprehensionb. Levelc. Rate

2. Administer a phonetic and word analysis test or inventoryto provide the following information about students:

a. Sight vocabularyb. Word attack skillsc. Auditory discriminationd. Articulation (speech defects)e. Oral reading levelf. Clues to student's:

(1) possible neurological disorders(2) experience background(3) cultural background(4) perceptual consciousness

3. Administer oral reading test to obtain the, following informationabout students:

a. Degree of oral reading accuracy(J.) ability to convey meaning with voice, face, and gestures(2) stress(3) pause(4) pitch(5) fluency - smoothness

b. Level of comprehensionc. Oral rate of readingd. Inability to express selfe. Types of errors:

(1) substitutions (5) omissions(2) insertions (6) reversals(3) repetitions (7) auditory and visual discrimination(4) mispronunciations

57

f. Use informal reading test to determine reading level:(1) independent(2) instructional(3) frustration(4) listening comprehension

4. Administer an individual or group silent reading test or inventoryto obtain:

a. Level of vocabularyb. Levels of comprehension:

(1) building vocabulary(2) grasping thoUght units(3) finding answers to specific questions(4) selecting and understanding main ideas(5) understanding a sequence of events(6) noting and recalling details(7) grasping organization of author's plan(8) following directions(9) evaluating readings

(10) remembering what one has readc. Reading rated. Dictionary and reference skillse. Symptoms of reading difficulties such as:

(1) lip movements(2) vocalizing(3) finger pointing(4) eye tracking(5) pretense cover-up(6) physical restlessness

5. Administer interest inventories

a. Observations(1) listening(2) noting

b. Formal inventories

The above diagnostic techniques are recommended and taken from Handbookfor Remedial Teaching in Utah Public Schools: Sec. V., p. 43.

58

WORD ATTACK SKILLS

Word attack skills are basic tools for decoding,understanding, and enjoying graphic and other printedmaterials.

The word attack skills should be mastered by theteacher. It is his responsibility to make these skillsavailable to the students who need them. The studentshould be encouraged to develop and use his own systemof unlocking new words.

59

Word Attack Skills PreTest

What is your phonics quotient?

Match the following terms with their definitions:

a. digraph (1) the neutral vowel sound found in unaccented syllable

b. dipthong (2) the smallest unit of language

c. schwa (3) main part of a word

d. phoneme (4) a letter symbol for a phoneme

e. root word

f. grapheme

(5) the union of two vowel sounds forming a continuous sound

(o) two letters that form a single sound

Cq Cj C.a Cp CD

60

:aamsuv

Skills--Concepts

Beginning sounds

Rhyming sounds

Final sounds

WORD ATTACK


The student hears andidentifies like and unlikebeginning sounds.

The student identifiesoral words with rhymingsounds.

The student hears andidentifies final consonantsounds.

61

Teach the concept "begin-ning sound - ending sound."

Have the student discrim-inate whether or not a pairof words see, saw; life,left) have the same beginningsound. Have the student iden-tify the two out of three wordsthat begin with the same sound.

Categorize pictured objectsaccording to beginning sounds.

From a list of words havestudents identify the wordsthat rhyme.

Use rhyMes, fingerplays,poetry to stress rhyming sound.

Pronounce words emphasizingfinal consonant sound.

Student responds by accentinglike endings.

Have the student identify thetwo out of three words that havethe same final consonant sound.

Word Attack - Continued

Behavior

The student identifiesthe consonant sound and isable to name and write theletter symbol.

The student identifiesthe sound and names theletter symbol in words con-taining consonant digraphsch, ck, gh, ng, sh, th, wh.

In printed words the stu-dent identifies and associ-ates the sound-symbol elements(pn, gn, kn, wr, gh).

The student identifiesthe '.sound and names theletter symbol in medialposition.

The student identifiesthe sounds and names theletter symbols in wordsbeginning with consonantblends bl, br, cl, cr, dr,fl, fr, pl, sl, sm, st, tr,spr, spl, sch, scr, squ.

62

Prescription

Match a letter of the alpha-bet to a picture clue.

Write the consonant repre-senting beginning sound ofdictated nonsense words;ending sound of dictated non-sense words,

Match a digraph symbol toa picture clue.

Pronounce words containingconsonant digraphs. Studentsrespond by writing digraphheard.

Match a picture clue withthe appropriate silent letterelement.

Dictate a list of words.Ask the students to identifythe position of a particularletter (beginning, medial,final).

Pronounce a word containinga consonant blend and have thestudents produce another wordcontaining the same blend.

Have students use consonantblends to form new words throughconsonant substitution.

Reference

Skills--Concepts

Double consonants

Variant consonants

Short vowelsa-e-i-o-u-y

Long vowelsa-e-i-o-u-y

Vowel digraphs

The grouping of two vowelstogether to form a singlespeech sound in a word orsyllable is called a voweldigraph.


Behavior

The student identifiesthe correct sounding ofdouble consonants 11, tt,bb, pp, ss.

The student names thevariant consonants and iden-tifies their sounds in aword such as hard and softc and g.

The student demonstrateshis ability to identifyshort and long vowel soundsauditorily and associatesthem with the letter symbol.

In printed words the stu-dent identifies and namesvowel digraphs (cc, ea, ai,ay, oa).

63


Pronounce words containingdouble consonants noting onlyone consonant is sounded.

Provide a list of words con-taining the hard and soft soundof c or g. Instruct the studentto identify the sound representedby the c or g. Mastery of skillis evident when nonsense wordsare used.

Use basal readers, workbookexercises, word lists, etc., toteach auditory and visualrecognition of short and longvowels.

Use exercises for practiceand maintenance of sound, naI2,and letter-form-association.

Write a list of words con-taining the same vowel digraphon the chalkboard - coat, load,moan.

Pronounce each word.

Ask the students to underlinea part that looks alike andsounds alike 4n, each word.

Skills--Concepts

Vowel diphthongs

A diphthong is the unionof two vowel sounds in aword or syllable to form acontinuous sound.



Ask the students to tellhow many vowels they hearin each word.

Ask the student to tellhow many vowels they see ineach word.

Note with the students whichvowel is heard and whichvowel is silent.

Help the students to under-stand and make a generalizationabout o and a coming togetherin a word.

Teach other vowel digraphsin like manner.

Use various types of exercisesfrequently which require recallof sound-letter form associationof vowel digraphs.

The student identifies and Write a list of words containingnames diphthongs in printed a common diphthong on the chalk-words( QW, ou, oi, oy, ew). board - join, boil, moist, voice.

Pronounce each word.

64

Ask the students to underlinethe part that looks alike andsounds alike in each word.

Skills--Concepts

Variant sounds of vowels

Vowels are influenced whenfollowed by "r", "w", or "1".


Behavior

The student recognizes vowelcombinations of r, 1, w, inprinted words and demonstrateshis ability to associate thecorrect sound.

65

Prescription

Ask the students to tellhow many vowels they hearin each word.

Ask the students to tellhow many vowels they seein each word.

Reference

Ask the students to tellwhat two vowels come togetherto make the special sound"oi".

Help the students to under-stand and make a generali-zation as to the sound ofthe diphthong.

Use various types of exer-cises frequently whichrequire recall of sound-letter form association ofdiphthongs.

Develop auditory percep-tion of the variant vowelsounds through the use ofword lists to illustrate theaction of a controller on avowel.

Help the students to arriveat generalizations concerningthe vowel controllers.

E-11 Coytepp. 45-46



Final silent "e"

Schwa

In many dictionaries theneutral vowel sound foundin unaccented syllables isdesignated by a symbol calleda schwa a.

The student reads new. words formed by adding "e"to short vowel words.

The student is able toidentify schwa sound in anunaccented syllable.

66

Use various types of exer-cises frequently to strengthenand maintain independentapplication of generalizations.

Strengthen the recognitionof final "e" action by listingsuch words on the chalkboardas made, ride, time, cage.

Have the words pronouncedand the vowels identified.

Note which vowel gives theword its sound.

Note which vowel is silent.

--Write pairs of words on thechalkboard - us, use; at,ate.

,se the words in a sentenceto note the difference inmeaning.

Lead the students to discoverhow the vowel is usually longif it is followed by finalsilent "e".

Have the student list wordsin which the unaccented syllablecontains the schwa sound.

Skills--Concepts

a as in sofa (so'fa)e as in bitten (bit'tan)i as in pencil (pen'cal)o as in button( but'tan)u as in circus (ser'kas)

Phonograms

A phonogram is a wordpart formed by a vowel plusone or more consonants -all, ill, an, ick, ake,etc,.

Findings

a. Plurals1. plurals formed by

adding s:

(a) most nouns formtheir pluralsby adding s -girl, girls.

Word Attack - Wntinued

Behavior

The student demonstrateshis ability to make new wordsfrom short or long vowelphonograms by applying con-sonant substitutions - all,ball, fall; ill, pill, will.

The student discriminatesbetween the singular andplural forms of words.

The student demonstrateshis ability to change pluralwords to singular form andconversely forms pluralsfrom the singular form.

67

Prescription

Strengthen the recognitionof phonograms by listing suchwords on the chalkboard as:well, sing, clock, stick,cube, make.

Use beginning consonantsubstitution to make wordpairs.

Have lines drawn under theparts that are alike ineach rhyming pair.

Provide opportunity foruse of phonograms as keysto pronunciation.

Ask the student to writeplurals for words with appli-cation for rules - bed, beds;chair, chairs; dog, dogs.

Read sentences each con-taining a plural word, Directstudents to listen and writethe plural word in each sen-tence.

Reference

E-69 Hookp. 210

E-60 Wallace

Skills--Concepts

(b) words ending with a.1, preceded by avowel - donkey,donkeys.

(c) words ending in o,preceded by a vowel -radio, radios.

(d) words ending in o,preceded by a con-sonant.

(1) many of thesewords may bewritten byeither addings or es.

(2) a safe rule isto add s to mostfairly commonEnglish wordsthat end with aconsonant beforethe o except thefollowing seven:echoes, embar-goes, heroes,potatoes, vetoes,torpedoes, andtomatoes.

(e) words ending in fe -wife, wives.


Behavior

68

Prescription

Categorize words accordingto singular and plural form.

Direct students to matchthe plural to the singularform.

Students may work in pairs.Each gives the other a wordin turn. The second studentwrites the word and adds theappropriate plurals. Scoreis kept.

Reference

Skills--Concepts

2. plural for!-_-_d by addinges.

(a) words ending in x,ch, tch, sh, s, andz - fox, foxes.

(b) words ending inpreceded by a con-sonant - lady, ladies.

3. same form for singularand plural - deer, sheep.

4. plural form is a dif-ferent word - mouse, mice;goose, geese.

5. unusual plural forms -oxen, children

b. Possessive1. singular - boy, boy's2. plural - boys, boys'

Compound words


Behavior

The student differentiatesbetween the plural and pos-sessive form of the word.

The studelt recognizes thatan apostrophe:( Is or s') meanspossession.

The student identifiescompound words and names thecomposites.

69

Prescription

Ask the students to iden-tify or write the parts ofcompound words - raincoat,raincoat; classroom, classroom.

Reference

Skills--Concepts

Root words

Contractions

Prefixes and suffixes

Abbreviations


Behavior

The student identifiesand names root words.

The student identifiesa contraction and the twowords of which it is com-posed.

The student identifiesprefixes and suffixesappropriate to his levelof development.

The student writesabbreviations appropriateto his level of development.

70

Prescription

Practice making compoundwords from a selected groupof words.

Gives practice identifyingroot words - reading, read.

Show how a root word retainsits meaning in an inflectedform - half, halves; carry,carried.

Have the students rewritesentences using the contractedform.

Match contraction with thewords involved.

Reference

Have students underline E-11 Coyteprefixes and suffixes in given pp. 76-86words (transportation).

Build new words by addingprefixes and suffixes to rootwords - plan, planning; able,disable.

Use matching game. Draw E-11 Coytelines from abbreviation to p. 60the word .for which it stands -Dr., Doctor; Mr., Mister.

Skills--Concepts

Syllabication

Alphabetical arrangement

Dictionary

Word Attack -, Continued

Behavior

The student applies theprinciples of syllabication.

The student t.ses alpha-betical arrangement andguide words to locatespecific words.

The student uses thedictionary to gain infor-mation concerning wordorigin, structure, spelling,syllabication, accent, andpronunciation.

71

Prescription

Students must hear syllablesbefore working with printedwords. Give many listeningexperiences to detect number ofsyllables - also accents.

Teach the principles ofsyllabication:

A vowel in each syllable(child/ren)

Between consonants notalike (win/dow)

Between double consonant(yel/low - rat /tle)

Between a vowel and con-sonant (ba/by - a/fraid)

Between two vowels (unlessthey form a vowel digraphor diphthong (di/et -qui/et)

Present a list of words.Have the students alphabetizeand designate the words.

Lead students to discoverand discuss specific infor-mation that the dictionaryprovides.

Reference



"re- alia /re- 'al -e- -'a-le/n pl [LL, neut. pl. of realisreal]: objects or activitiesused to relate classfoomteaching to the real life esp.of peoples studied."1

1Webster's Seventh New Collegiate Dictionary, Springfield, Massachusetts,G & C Merriam Company, 1967, p. 712.

72

COMPREHENSION

One of the important tasks of all teachers is toencourage and advance the student's comprehension skills.Comprehension of reading.materials involves a complex ofabilities and is dependent upon such factors as experi-ence, background, vocabulary, intelligence, perception,and interpretation of language and speech.

As teachers work with students to improve their cam-prehension, it is necessary to understand some of thedevelopmental patterns which are expressed in terms ofcomprehension levels and to program teaching materialswith specific purposes in mind.

One pattern suggested by Paul. McKee and frequentlyfollowed in basal readers, identifies five major areas:

a. Perceiving and recalling detailsb. Recognizing organization and sequencec. Grasping main ideas in sentences, paragraphs,

or complete selectiond. Creative thinking and the reading acte. Critical analysis of reading content

Within each level are subclassifications and manytypes of thinking skills.

73

WHAT IS YOUR COMPREHENSION QUOTIENT?

Levels of Comprehension

I. Rank the following comprehension skills in importance ofinstruction:

a. grasping main idea

b. perceiving details

c. critical analysis

d. recognizing order and sequence

e. creative reading

Which of these questions do you ask most frequently?

What kind of thinking does each of the following questions require?(Mark each question according to the above levels of comprehension used.)

1. In the story what did Bill bring to the school?

2. Write another ending for this story.

3. How does a man define his honor in our country?Would it be diffeient from the pioneer era times?

4. Name the animals that Johnny saww in the woods.

5. What was the story about?

74

u g17

aP '17 Z To g .o

a 'Z I 'q

q 'T

'11

E -s,

'I

:S.V..7ASUV

Comprehension Pre-Test

Which of the following are elements of comprehension?

a. syntax

b. punctuation

c. inference

d. vocabulary

e. juncture

f. forms of expression

g. thought units

2 '; 'p eu

:szamsuy

LEVELS OF COMPREHENSION

Skills--Concepts Behavior

The levels of comprehen- Behavior is consistent

sion are most frequently with the concept being-devel-classified into the following oped when the student is ablecategories: to:

perceive and recall detailsI. Perceiving and recalling

detail

2. Organizing sequence

3. Grasping main idea

4. Creative thinking and-reading

a. forming sensory images

b. anticipating actionsand feelings

c. drawing conclusions

d. innovating - gener-ating new solutions

.e. seeing relationships-(cause and effect)

f. relating to personallife

g. generalizations

organize ideas in sequence

summarize main ideas

distinguish fact from fancy

explain cause and effectrelationship

evaluate for accuracy andrelevancy of material

recognize style and asso-ciate it with specificauthors

76

4


Direct the students to read E-37 Huntermaterial and answer questionswhich require recall of detail.

Have the students read astory and number the storyfacts in sequential order.

Have the students read aselection and underline thetitle that best tells about

Have students create titlesfor selection.

Have the students writetheir own conclusion to .astory.

After reading a story, havethe students analyze their ownfeelings and suggest theauthor's purpose for writingthe story.

Encourage students toexpress their feelings aboutthe story. From the preparedmaterial have students iden-tify the irrelevant sentencein a paragraph.

D-6 CURC

Skills--Concepts

5. Critical analysis

a. comparing and con-tras ting

b. evaluating accuracyand relevancy

c. making judgments

d. recognizing author'sstyle, plot, andstructure

Levels of Comprehension - Continued

Behavior

VOCABULARY

Skills--Concepts Behavior

Environmental opportunities The student shows evidenceare significant in the devel- of vocabulary handicap who:opment of vocabulary (verbal gives single word responsesexperience, bilingualism, andcultural background). has limited vocabulary

misinterprets words ofrelated sounds (well forwhale)

uses thought fragments

77

Prescription

Prescription

Reference

Reference

The school environment can D-6 CURCcontribute to the developmentof the student's vocabularyby providing:

verbal, visual experiences

listening and speakingopportunities

flexible curriculum

congenial classroom atmos-phere

freedom to explore

Vocabulary - Continued'

Skills -- Concepts 13eha. or Prescription

All students can benefit The student responds with freedom to be curiousfrom a program of vocabulary an adequate speaking anddevelopment. understanding vocabulary freedom to question

appropriate, to his develop-ment. freedom to discover

classroom libraries

direct teaching of vocabu-lary

experience with word recog-nitiin skills

language activities whichreinforce the student'sreading vocabulary

word games

audiovisual aids

experience with use ofdictionary

exercises in manipulatingword meanings

games emphasizing word skills

visual discrimination ofwords and word parts

study of multiplicity anduncommon meanings of words

78

Reference

Skills -- Concepts

Skills -- Concepts

There is a real need forthe student to be able toread and understand figura-tive language.

The ability to interpretideas when presented in theforms of similes, metaphors,or idioms grows with repe-tition.

Once students havelearned to recognize anal-ogies, most of them enjoyusing and discovering theimplied meaning for them-selves.

Vocabulary - Continued

Behavior

THOUGHT UNITS

Behavior

The student uses similes,metaphors, and idioms whenpresenting ideas.

79

,Prescription

extensive reading

intensive reading

Prescription

The following techniquesshould prove helpful whenteaching figurative readingskills:

From a list of severalchoices, have the studentschoose the one which bestexplains the underlinedphrase of a sentence.

IdiomHe glt cold feet and stayed

home.His feet got cold.

He stayed home because hisfeet were cold.

He was afraid to take achance.

SimileHave the students complete

statements like the following:He is as thin as .

E,

Reference

Reference

Thought Units - Continued


Provide exercises requiringthe students to complete suchsimiles as:

unique asblack assharp assleek as

lively asquick ascolorful asweird as

MetaphorsHave students match figures

of speech with the correctpictures.

The boats were dancing up anddown the waves.

The ship plowed the water.

Have students idenLify fig-urative language in .theirreading materials (books, news-papers, etc.).

Have students illustratefigures of speech with adrawing:

Mary's head is in the clouds.

Always give time for oraldiscussion. What does theauthor mean?

80

Skills--Concepts

Skills--Concepts

Communication of an ideais dependent upon the orderlyarranT,L meat of the words used

to express the idea.

Thought Units - ntinued

Behavior

SYNTAX

Behavior

The students use properword order in speaking andwriting.

(Misplacement of words orphrases in sentences is par-ticularly noticeable in lan-guage of bilingual students).

81

Prescription

Use the newspaper as asource of figurative lan-guage study material.

"Pennies answer Prayers"

"The rescue ship plowedthrough the water."

Write a sentence using afigure of speech.

Read some poetry or proseand have the students findand explain the figures ofspeech.

Recognize and use otherfigurative language: puns,

hyberbole, alliteration, oldsayings, onomatopoeia, andproverbs.

Prescription

Rearrange scrambled w is

or phrases into sentence..

Ref ere

Ref erel

Ask the students to rewrite S-5 Col

the words to make as many Sk:

sentence patterns as possible.E-70 Ni

So

cep ts

Thought Units - Continued

Behavior Prescription

Use the newspaper as asource of figurative lan-guage study material.

"Pennies answer Prayers"

"The rescue ship plowedthrough the water."

Write a sentence using afigure of speech.

Read some poetry or proseand have the students findand explain the figures ofspeech.

Recognize and use other'figurative language: puns,

hyberbole, alliteration, old

Reference

SYNTAX

sayings, onomatopoeia, andproverbs.

lepts Behavior Prescription Referencea

)f an idea The students use proper Rearrange scrambled words

the orderlywords used

word order in speaking andwriting.

or phrases into sentences.

as.. Ask the students to rewrite 5-5 Comprehension(Misplacement of words or

,phrases in sentences is par-ticularly noticeable in lan-guage of bilingual students).

the words to uake as manysentence patterns as possible.

Skills

E-70 NebraskaSeries

81

Skills--Concepts

Most English sentencesfall into one of five basicpatterns:

NV (a) Language changes(slowly).

NVA: Linguists are lucky.

NV be N: Grammarians arelinguists.

NVN: Linguists helpstudents.

NVNN: Linguists callgrammarians names.

NOTE:

N Noun

V = Verb

= Adjective

(a) = Adverb

Syntax - Continued

Behavior

The student recognizesthe difference between aword, a phrase, and a sen-tence.

82

Prescription

Provide opportunity forstudents to work with thefive basic sentence patterns.

Provide opportunity' forstudents to distinguishbetween wores, phrases, andsentences.

Reference

Skills--Concepts

The way a person expressesan idea often conveys morethan the content of the wordsuttered.

A statement may haveseveral different meaningsdepending upon how each wordin the statement is expressed.

Punctuation marks arevisual clues to expression.

Expression may be dividedinto sub-classificatioLs:stress, inflection, juncture,tone, and pitch.

FORMS OF EXPRESSION

Behavior

The student is able to:dramatize ways of expres-sing words to show dif-ference in meaniaE

demonstrate ability to usepunctuation as a clue toexpression

use pitch inflection,stress, juncture, andtone for more effectivecommunication

Prescription-

Direct the students toread a selection stressingdifferent words and notethe change in meaning.

Use a tape recorder toanalyze how voice qualitybuilds a specific mood.

Record student's voicesand analyze the effects.

Practice reading sentencesmarked for emphasis.

Practice repeating a sen-tence in a way to conveyemotion.

Read a short paragraph orpoem ignoring punctuation.Reread observing punctuation.Compare and discuss differences.

Choose material appropriateto the mood of the day whenreading aloud for the class.Interpret material in waysnatural to the situationdepicted.

Compare the tone and pitchof the reading voice with thespeaking voice.

Reference

D-6 CURCp. 19

Forms of Expression - Continued


Have the student standbehind a screen and read asentence. Ask those lis-tening to follow the'upsand downs of his voice ashe reads.

Have the students draw aline to show variations.

Have an imaginary radiobroadcast where the readeris not seen.

Let the reader accompanya pupper show or flannel boardstory..

Have the student word asa member of a choral group.

84

STUDY SKILLS

The purpose of the functional phase of r. readingprogram is to help the students develop the abilitiesnecessary to make reading a useful tool in the acquisi-tion of knowledge.

As the student's needs lead him into readinginformative material, he must have at his command avariety of specialized skills. These are called readingstudy skills and are categorized into four main divisions:location, evaluation, organization, and retention. Studyskills and 2ontent are taught simultaneously, the skillsbeing applied as the need arises.

As the student develops in his ability to use thestudy skills he will be able to:

Follow directions and estaLlish purposes.

Locate and select appropriate sources from whichto obtain necessary information.

Judge the value of selections in accomplishingthe specific task at hand. (Consider validity,documentation)

Organize information in a logical manner.

Capitalize on techniques for making retention and.recall more effective.

Practice in study skills should be provided by thetee leer in whose content area they to be used. Con -

cep=s to be taught are most efficiently learned withinthe context in which they are tc be used.

85

Study Skills PreTest

1. Do you know low to study?

2. Why do you teach students to differentiate between fact andbiased opinions?

3. What does S. Q. 3R mean?

apioguTaa 'maTAaa 6pusa 4uoTqsanb 'Apnls .c

.aATlvaadmT 1T sa)lvm vTPam ssuli *Z

apnrouoo 'azTueazo 'aquuoT 'asodand puT .T

:saamsuv

86

Skills--Concepts

FOLLOWING DIRECTIONS

ESTABLISHING PURPOSES

In order to utilize themany types of informativematerial more effectively,the student will need toacquire some special skillsand abilities.

STUDY SKILLS

Behavior

The student will attainhis objective by followinga definite procedure.

The student will attainhis objectives by settinghis own purposes.

87

Prescription

Read directions to studentsand let them repeat them intheir own words.

Let students make up theirown directions.

Have students give oraldirections for simple tasks.Have others follow the direc-tions literally.

Give the students sufficientexperience in following direc-tions so that they can workindependently.

Have students prepare direc-tions for a treasure hunt.

Involve students in planningand setting the purposes fortheir learnings.

Fuzzy teacher purpose = poorlearning.

Clear teacher purpose =poor motivation.

Pupil accepted teacher pur-poses = better motivation.

Pupil generated purpose =best motivation.

Reference

Skills--Concepts

LOCATIONAL SKILLS

EncyclopediasTrade BooksTexts

Dictionaries

Study Skills - Continued

Behavior

The student demonstrateshis understanding of how touse a book by locatinginformation within it.

Students use the tech-niques of interview forgaining information.

The student uses thedictionary to gain infor-mation concerning words.

88

Prescription

Teach student the purposeand use of all parts of abook.

prefacecopyright datetable of contentschaptersunitsindex (include cross

reference)glossaryappendixbibliography

Help students to grow intheir ability to use charts,maps, tables, and footnotesfor information.

Provide student experiencein the many purposes and usesof the dictionary.

definitionsabbreviationsspellingpronunciationderivationparts of speechsynonymsantonymsEnglish usage

Assist students to use theguide words in dictionaries,encyclopedias.

Reference

E-67 Zimmerma:

Skills--Concepts

MagazinesAtlasesAlmanacs

Card catalog

Book classification

Typographical signals

EVALUATION SKILLS

Main ideasSupporting ideas


Behavior

The student uses refer-ence materials to locateinformation.

The student locatesmaterials in the libraryby using the catalogsystem.

The'student demonstratesan understanding of theorganization of a libraryby locating materials init.

The student uses specialtype as a technique forlocating ideas.

The student distinguishesbetween main ideas and sub-ordinate ideas.

Prescription

Assist students to dis-cover the purpose and use ofmany types of referencematerials.

Provide many opportunitiesfor students to use the cardcatalog to locate books byuse of title cards, authorcards, and subject cards.

Provide many opportunitiesfor students to use a catalogcard for information aboutauthors, call number, andcopyright.

Encourage students to usethe classification of booksaccording to subject.

Provide opportunity forstudents to apply skills.

Provide opportunity forstudents to recognize themain idea, to note supportingdetails, and draw conclusions.

From a list, choose thebest title for a selection.


Behavior

The student uses refer-ence materials to locateinformation.

The student locatesmaterials in the libraryby using the catalogsystem.

The student demonstratesan understanding of theorganization of a libraryby locating materials init.

The student uses specialtype as a technique forlocating ideas.

The student distinguishesbetween main ideas and sub-ordinate ideas.

Prescription

Assist students to dis-cover the purpose and use ofmany types of referencematerials.

Provide many opportunitiesfor students to use the cardcatalog to locate books byuse of title cards, authorcards, and subject cards.

Provide many opportunitiesfor students to use a catalogcard for information aboutauthors, call number, andcopyright.

Encourage students to usethe classification of booksaccording to subject.

Provide opportunity forstudents to apply skills.

Provide opportunity forstudents to recognize themain idea, to note supportingdetails, and draw conclusions.

From a list, choose thebest title for a selection.

Reference

E-16 Dechant. pp. 360-363

Skills--Concepts

Fact vs fancy or opinion


Behavior

The student identifiesdetails which distinguishfacts from fancy; factfrom opinion; fact fromsuperstition.

90

Prescription

Read a paragraph and reduceit to a simple sentence.

Challenge students to reada short selection and give ita title in his own words.

Ask the students to supplythe details in a paragraphafter the main idea has beenstated.

Ask students to identifyirrelevant ideas that havebeen inserted in a paragraph.

Ask questions about a para-graph (completion, true-false,multiple choice), which elicitanswers concerning the detailsof the paragraph.

Provide opportunity forstudents to determine if mate-rial is fact, opinion, super-stition, or fancy.

Ask the students to read aparagraph and then classify agroup of related statementsas to fact or opinion.

Prepare a list of ideasabout predicting weather.Ask the student to identifythe ones that are true.

Reference

'E-68 EnglLangBook23-1


Behavior

The student identifiesdetails which distinguishfacts from fancy; factfrom opinion; fact fromsuperstition.

90

Prescription

Read a paragraph and reduceit to a simple sentence.

Challenge students to reada short selection and give ita title in his own words.

Ask the students to supplythe details in a paragraphafter the main idea has beenstated.

Ask students to identifyirrelevant ideas that havebeen inserted in a paragraph.

Ask questions about a para-graph (completion, true-false,multiple choice), which elicitanswers concerning the detailsof the paragraph.

Provide opportunity forstudents to determine if mate-rial is fact, opinion, super-stition, or fancy.

Ask the students to read aparagraph and then classify agroup of related statementsas to fact or opinion.

Prepare a list of ideasabout predicting weather.Ask the student to identifythe ones that are true

Reference

E-68 English YourLanguage,Book 4, pp.23-126

Skills--Concepts

COLLECTING AND ORGANIZING

Outlining

Summarizing


Behavior

The student demonstratesorganization skill byarranging contributingideas under main headings.

The student can readmaterials and make his ownsummation.

91

Prescription

Use classifying of objectsinto specific categories asa beginning simple outlineform.

Provide students withopportunities to recognizemain ideas and supportingdetails.

Assist students to putmain ideas and details inoutline form.

Assist students to fillin the details in an outlinefor which they have beengiven the major ideas.

Stimulate students to dis-cuss, evaluate, and reviseoutlines.

Encourage students toreport on materials from anoutline.

Challenge students to makea one-sentence summary of astory.

Write a summary paragraphon a given topic.

Reference

E-71 WebsterCards

E-16 Dechantpp. 371-37

Skills--Concepts

Underlining

Notemaking

Inferences and conclusions

Copyright date


Behavior

The student selects,identifies, and underlinesimportant words, phrases,and sentences includingtopic sentences and sup-porting ideas.

Student organizes notesin sentences, paragraphs,or outline form.

The student is able tomake inferentes and drawlogical conclusions.

The student refers tothe copyright date ofinformation when he needsto support or check thevalidity of an idea.

92

Prescription

Encourage students towrite summaries from anoutline.

Encourage students tounderline the importantwords in a sentence.

Let students find andunderline the topic sentenceof a selection.

Reference

Encourage students to make E-16 Dechantgood notes and organize mate-rials from several sources.

Provide opportunity forstudents to distinguishbetween inference and con-clusions that Lave validity.

Begin a selection. Encouragestudents to draw a variety ofconclusions.

Encourage students to checkthe validity of statements byreferring to many sourcesand checking copyright date.

Provide almanacs, atlases,newspapers, magazines forexperience in checking state-ments.

pp. 371-37

Study Skills Continued

Behavior

The student looks forerrors in reasoning, over-simplification, and dis-tortion in his rcdding.

The student organizesnotes of important factshe wants to remember.

The student relates newinformation to previouslygained knowledge.

Prescription

Encourage students to avoidjumping to conclusions.

Help students become sensi-tive to the use of words.

Assist students to recog-nize:

biasprejudicefaulty inferencepropaganda

Involve students in plan-ning and setting the pur-poses which will requirecritical thinking.

Use a variety of materialsto develop understanding andto sustain interest.

Provide for application ofinformation in challengingand interesting ways.

Capitalize on the oppor-tunity to relate new infor-mation to previously gainedknowledge.

Encourage the practice oforganizing notes of importantfacts the student will want toremember.

Reference

E -39 Hunter

Skills--Concepts

Versatile reading habits


Behavior

The student adjusts hisreading rate according tothe purpose of his readingand the nature of thematerial.

Prescription

Assist students to developthe skills of skimming to getthe general overview of atopic by:

reading the table 01 con-tents

surveyin6 chapter headings

i-ading graphs, illustra-tions, and tables

reading summaries

reading the index

reading introductions

Assist students to developthe attitudes and skills neces-sary for reading in depth andwith understanding.

Reference

ORAL READING

Oral reading is a valuable communication skill."Changes in mass communication have given it new impor-tance and have opened new career op.lortunities."1

Beware that "the course of events can be influencedby the skill with which the speaker reads his message."

The reading teacher should read something to herclass every day. By example she can set the style andpattern for her students. The student should have theopportunity daily to read orally. Oral reading canhelp develop sensitivity to beautiful and descriptivelanguage, to fine characterization, and the appreciationof plot and structure. It can create enthusiasn forbooks and printed information. Oral reading has threedimensions - the reader acts as a mediator between theauthor and the audience. Therefore, it presupposespreparation on the part of the reader.

1Harris, Albert J., Reading on Read Instruction,David McKay Company, Inc., New York.

95

Oral Reading Pre-Test

The oral reader:

Shares with the listener:

1.2.

3.

4.

Develops skills of:

1.2.

3.

Entertains by presenting:

1.

.2.

Informs by preparing:

1.

2.

3.

68-88 saSud aaS

96

:saarksuv

Skills--Concepts

The oral reader inter-rets the author's intent)r his audience.

ORAL READING

Behavior

The oral reader shares withthe listener:

scarce materialsoriginal materialrare copies

choice selectionspoetry-rhymesanecdoteshis own ideas(speeches, papers,reports)

Applies skills of:pronunciationenunciationexpression

phrasingvoice qualityrateposture

Entertains ')37 presenting:book reviewsinterpretive reading

informs by preparing:reportsannouncementsminutes

97


Help the student prepare a E-30 Harrisselection from encyclopediaor other source book to beread orally before an audience.

Help students preparepoetry, rhymes, or anecdotesto be read aloud.

Have students pronouncewords with rhymes.

Provide opportunity forstudents to experiment withsound in syllabication.

Encourage students to talkabout types or characters orscenes, then by using phrasing,voice quality, rate, and pos-ture, give their interpreta-tion.-

Help students to prepare aselection that will entertaina specific group.

Provide practice for readingminutes, announcements, reports,and current events.

pp. 388-4

APPENDIX A

APPROACHES TO READING

BASAL READERS

There are many good basal reader programs. The typical modern basic series issupported by six main principles:

1. Continuity of growth in reading skills, habits, and attitudes.

2. A developmental and integrated approach to phonics.

3. Variety in reading activities.

4. Complete organization of reading experiences.

5. Content of importance and relevancy.

6. Vocabulary control.

The use of the teacher's manual is essential in any planned program to give asystematic approach, breadth of activities, and to lend direction in achieving whatis ultimately desired - a child who can read, comprehend, and enjoy.

Learning rate may be indicated through a reading readiness program. The storymaterial is planned to relate to real life situations and lead logically ahead aseach new experience is realized. Pictures provide clues and give promptings withoutdirectly revealing the story or word.

Accompanying workbooks are designed to provide reinforcement of skills introducedin the story content.

PROGRAMMED READING

Programmed reading or programmed instruction is one of the new approachesto reading.

Nila Banton Smith states that the most important principles of programmedinstruction are:

1. Active response. The pupil himself must make continuous responsesinvolving explicit practice.

2. Immediate confirmation. Each response must be checked immediately bythe student to see whether the response was right or wrong.

3. Small steps. The material to be learned is broken down into small stepsand carefully sequenced.

4. Reinforcement. Each step must be given repeated practice in order toestablish the initial learning.

5. Self- pacing. Each pupil proceeds on an individual basis at hiL, own rate.

In this method there is considerable emphasis on phonics or associating printedletters with speech sounds, and this method is linguistically oriented in that wordsare arranged in patterns of words of similar spelling.

Handwriting and spelling are used from the beginning of the program.

LINGUISTICS

The linguistic approach to reading proposes that we describe and recognizeour language so that we may better understand it, that it may better serve ourneeds. Emphasis is on the sound of our language (phonology), meanings of wordsand sentences (morphology), and the variety of patterns of the languavJa (syntax).It maintains that we do not get meaning directly from writing, but go from writingto sound to reading. The beginning reader has great speech activity while reading.As he becomes more skillful, the amount and degree of silent speech subsides butnever disappears.

For children to learn to read, they must understand that writing is an inter-pretation of speech. The linguistic approach to reading varies with each series,but is basically the process of turning the printed symbols into sounds in orderthat we may "hear what they say." The twin goals are recognition and comprehensionof the printed word.

When a child enters school he has six years experience with his oral language.He now needs constant practice in mastering the decoding skills which unlock thecode of the printed words in order to get meaning so that he may progress to the moreadvanced skills of thinking and reasoning.

There is no standard linguistic approach. Many of these series combine reading,'language, spelling, and writing; particularly in the first and second grades. Theyseparate the words that are consistently or regularly spelled, and present those thatare irregularly spelled as exceptions.

WORDS IN COLOR

It was Dr. Caleb Gattegno who developed a system for teaching beginning readingwhich is called "Words in Color," teaching reading in Amharic, the official language inEthiopia; then in teaching reading.

This method at present is now being used with children in beginning reading. It

is recommended by the author that this method be used with other children who are havingdifficulty with reading and as a method helpful in teaching adults who do not read.

Dr. Gattegno's principles are as follows:

1. Start with what we have (speech) and find the means of translating it througha code' into sets of signs.

2. Put full responsibility on the learner.

3. Let the child learn by the discovery method.

The materials provided for use with this approach consists of several items. Forthe teacher there is "Background and Principles," "Words in Color," and "Teacher's Guide,Words in Color." For use in classwork there are: 21 wall charts (in color), 8 phoniccode charts (in color), set of word cards (over 1200 words printed in black on coloredcards). For each pupil there are the following materials printed in black only: "WordBuilding Book," Book 1, Book 2, Book 3, Book of Stories, Set of Work Sheets 1-14.

This method is a strong phonic approach as thirtynine colors are used, each ofwhich represents a speech sound in English. Any letter or combination of letters whichrepresent a given speech sound will be presented as a visual stimulus in the Tarticularcolor assigned that speech sound. For example, the long vowel sound of "a" is representedby the following combinations: a--(able), ey--(they), ay--(play), ai--(mail), eigh--(weigh),aigh--(straight), ei--(their), ea--(great). Each group of the above letters would be onecolor (green). The sound of "rt", regardless of letters which represent it, is shown inwhite; the sound of "a' is represented by vermillion, etc.

I. T. A.

The I. T. A. is a two-stage approach to teaching reading. The

child learns to read and write using the "Initial Teaching Alphabet"

of 44 characters. Sounds and written symbols have a consistent

relationship.

After the child has learned to read and write using Z. T. A., a

transition is made to reading materials prepared with the traditional

26-letter alphabet. I. T. A. is not proposed as a spelling reform of

the English language. It is intended rather as a means of providing

temporarily the advantage of a consistent spelling forte at the time its

need is most critical for the child - when he is first :'.earning to read

and write.

PLAN

PROGRAM for LEARNING in ACCORDANCE with NEEDS is a program built around the idea thatchildren have different abilities and learning rates. PLAN also encourages the child toassume responsibility and planning for his own learning. It has been developed by Westing-house Learning Corporation.

PLAN has been developed to fit the needs of youngsters from first grade Ehrough seniorhigh. The beginning student is given a series of tests to determine which program bestfits his needs and on what level he is to begin. The program is constantly reevaluated andrevised when necessary.

The student is guided by the teacher through a series of Teaching-Learning Units (TLU's).These TLU's have been prepared by classroom teachers and professional educators to suitindividual learning syles and to take advantage of a wide range of contemporary learningtools and techniques. The teacher selects the TLU best fitted to each student's abilities,established objectives, and interests. For example, the TLU of a student who learns bestby listening might direct him to listen and respond to a series of tape recordings. Anotherstudent who responds best to the printed page might be asked to go to the library and seekout his own source material.

If the test shows that he has mastered all the objectives, he and his teacher may agreethat he should proceed to the next set of objectives. If he has failed to grasp some part,he and his teacher review it before he moves on.

By allowing children to participate in decisions about their own education, PLAN helpsthem to develop both as pupils and as people, to discover their own strengths, and to triumphover their own shortcomings. PLAN students are taught to become independent, resourcefuladults.

The teacher is the center of the PLAN program. PLAN allows the teacher to spend vir-tually all of her time. responding to the needs of individual students, helping them to helpthemselves.

The new-found freedom to teach is provided by a computer Yhick performs most non-teaching tasks. The instructional management system stores and assesses the findings ofeach child's tests, suggests how he should proceed, keeps his records up-to-date, gradesand records the results of the tests that follow each TLU, and uses the knowledge of manyexperts in recommending which TLU the student should work on next.

A- 6

In the PLAN classroom there are no rows of desks facing front. No teacher's deskbacked by blackboards. Instead, small groups of students cluster together for discussion.Others work alone, quietly absorbed in reading, listening to tapes, watching films, takingtests, performing experiments. Still others move purposefully from one activity to another,following the directions given in ;:heir TLU or working with their classmates. The PLANteacher instructs students individually or in small groups, providing each student withgle.dance and encouragement.

LANGUAGE EXPERIENCE

The language experience approach to reading draws on the actual experiences

of the children and their own language. It combines reading and the other com-

munication skills in the instruction program. It is based on the following

rationale:

What I experience, I can think and talk about.

I can talk about, I can write.

What I can write, I can read to myself and others.

The teacher writes student-dictated stories on charts and in student books.

The students learn to recognize the written symbols for words in their speaking

and comprehending vocabulary. Reading skills are taught as needed. An abundance

of varied supplementary reading materials is recommended.

AUDIOVISUAL MACHINES

Audiovisual machines are used to strengthen reading skills and improve the readingprocess. Tney stimulate interest, provide incentive, and serve as a teaching aid forindividualizing instruction. The following machines provide purposeful training;

Tachistoscopes

T-matic 150Tach X

PsychotechniquesEducational Development laboratory

Tachistoscopic attachments available from several companies.Tachistoscopic training strengthens word and phrase recognition, visual memory, increaseseye span, speed of recognition and can be used as a review for vocabulary and spelling words.

Reading Machines

Tachomatic 500 Psychotechniques

This device projects multi-level-words and phrases at varying rate.It uses filmstrips that break up the line of print into three and two fixations. Efficiencyin reading is increased as the recognition span is widened and the rate increased.The Tachomatic 500 strengthens left to right direction; recognition of more than one word perfixation; return sweep, and decreases regressions,

Controlled Reader Educational Development Laboratory

This machine controls projection of reading material. Basic concept is seeing one and afraction words per fixation. It is instrumental in strengthening left to right direction,return sweep, and in decreasing regressions,

Craig Reader Craig Research - Los Angeles

This is a combination reading pacer and tachistoscope. It is suggested for on or abovegrade achievers.

Pacers (non-projecting)

SkimmerShadowscopeRateometerModel IV and III

E.D.L.PsychotechniqueAudio Visual ResearchScience Research Associates

Pacers usually involve a light beam that travels down the page at controlled speeds,

Filmstrip Projectors

A wide variety of filmstrips are available which feature phonics, spelling instruction,vocabulary development, words and phrases, and stories.

Tape Recorders

This is 1,robably one of the best and most versatile pieces of equipment. Materials can bedeveloped or purchased to improve aural skills, listening, dictionary, library, study %roeskills, oral fluency, and rate.

Tape Players

Tape players provide for the same learning opportunities as listed above. Students canlisten to material but not record. The cost is slightly less expensive than tape recorders.

'Language Master

The Language Master is designed for auditory and visual stimuli. It uses cards withrecording tape attached to the lower part. Words, phrases, and sentences can be printedand recorded on the card. The student sees and hears the word or phrases. On the student'strack he verbally records what he heard. He, then, checks his response with the instructor'srecording and corrects any errors.Commercially prepared cards are also available.

Overhead Projector

A wide selection of transparencies are available commercially. Overlays are most effective.Special pencils may be used to write on transparencies as needed.

WHAT CAN THE MEDIA CENTER DO FOR THE READING PROGRAM?

Educators in Utah recommend merging the audiovisual and library programs to help meet both.individual and group needs of students. All educational resources under this plan are circulatedfrom a facility of the school known as the Instructional Media Center. The wise utilization andaccessibility of all materials by staff and students is the basis for building a media program;

The fundamental reason for the traditional school library was that it served as a centralsource of basically print items for information retrieval. What is new about the InstructionalMedia Center is the increased scope and versatility of the resources - both print and nonprint -as well as the expanding program of services needed to implement changing emphasis in teachingand learning.

From work done under the supervision of Mrs. Jewel Bindrup, Language Arts Specialist, thefollowing suggestions are given to show how the media center can aid the reading program:

I. What would one expect to find in a materials learning center?

A. Materials

1. For instructional use

a. A storehouse of literature central to a language arts programb. A storehouse of models for use in the program.c. A special area for teacher-made materials such as records, tapes, pictures, slides, el( .d. A collection of materials of the best examples of literature for pleasure readinge. Lists of specific titles referred to in basic readers and in other textsf. Collections containing materials listed in bibliographiesg. Collections of graded materials for children with special reading disabilitiesh. Special materials for retarded readersi. All kinds of booksj. Printed picturesk. Filmstrips1. Enrichment materials for bright childrenm. Special help for the slow learnersn. Absorption materials for the disturbeda. Equipment for audiovisual instruction

A-11

p. All kinds of carriers of knowledgeq. Manipulative materialsr. Enrichment devices

(1) Tape library(2) Reference files(3) Classroom collections for loan(4) Central collections for service to classes or individuals

2. For teacher use in planning

a. A professional libraryb. Sample unitsc. Wide ranging collections of books on the teaching of language and linguisticsd. Professional periodicals

B. Facilities

1. Materials for teaching the complete range of reference skills2. A service to the classroom teacher who needs extra time to work with a particular group3. Special facilities for schools participating in programs such as SRA4. Facilities for graphic production and reproduction of materials5. Equipment for tape recording6. Facilities to be used after school hours, weekend, summers, and during vacations7. Language laboratories8. Previewing booths9. Special materials for the handicapped; for example, the blind, the deaf, the cardiac,

the crippled, etc.10. Photographic equipment11. Automated teaching devices

II. What happens in a materials learning center?

A. Services provided

1. A study area where'children can obtain specific information related to individualinterests

2. A study-area for creative work where the child might extend or enrich his knowledgebeyond the classroom level

3. An area where students might find items or develop reference files4. A conference area where small groups might work under supervision while the teacher

works with other groups

A-12

5. Staff of consultants knowledgeable in the subject matter areas6. Book truck service to all classrooms and laboratories7. Equipment for tpe recording8. Equipment for graphic reproduction9. Small group instruction

10. Help with research projects11. Enrichment program12. Demonstration lessons13. Services of a full-time professionally trained librarian14. Provision for individual, small group, whole class, and multi-class groups15. Repair services on books and equipment

B. Activities to be sponsored

1. An idea center to furnish raw material in development of language skills2. Meeting place for conferences where ideas can be generated and exchanged3. Recording center for student reportS4. Center for cooperative work between teacher rnd specialist5. Center where specialist can help extend the knowledge of the teacher by working with

graphics to produce learning6. Independent work facilities7. Idenl.ification of needs which could be filled by a centrally located collection of

materials8. In-service programs which explain resources and procedures for use9. Inclusion of librarian on the curriculum planning committee in order to write in

materials at the planning level10. Resource and service programs to strengthen the language arts11. Teacher training - both in-service and pre-service12. Closed circuit television to be received in classrooms13. Help in organization of integrated instruction, team teaching, use of automated self-

teaching devices, etc.14. Facilities for independent study15. Acquaintance of teachers with available materials through meetings, special talks,

demonstrations, etc.16. Production of a school paper to disseminate information about facilities and materials

available17. A monthly bulletin listing new additions and media giving grade level and content focus18. Use of classroom leaders to spread information19. Monthly objective with display of books, records, films, slides, etc.20. Encouragement for children to recommend improvements in the center

A-13

21. Involvement of parents in the program22. Cooperative work with private schools23. Regular inspection of materials24. Planning time for the utilization of the services25. Involvement of teachers and materials specialists in cooperative programs of

selection and use of materials26. Survey of promising practices in other areas that might prove useful in the language

arts program

APPENDIX B

READING TESTS

READINESS TESTS

ALLYN AND BACON INC'

Pre-R,.tading Test Forms I and II

Pre-Reading Test Manual

BETTS BASIC READE1 S-PHON1CS AND THINKING INVENTORIES

:Inventories for readiness through Oth reader

CALAFORNIATEST BUREAfl-READING READINESS TEST

Lee-ClarkKindergarten and Grade OneDev[sul by Murray Lee and Willis W. Clark

Allyn and Bacon, Inc.Ralston ParkBelmont, California 94002

American Book Company /Van Nest rand399 Adrian Road

Calif.ornia 94030

California Test_ Bur(!an59 l b Ho!Lywood Boulevard

Los Angeles, Calil:ornia

CLMER - BARRETT Personnel Press, Inc.20 Nassau Street

Pre-Reading Battery Princeton, Now Jersey 08540Theodore Clymer and Thomas C. BarrettVotms A and B

LIPPINCOTT READING READINESS TEST

The four tests are:1. identifying capitals shown2. Identifying capital letters named3. identifying lower case letters named. Writing letters dictated at'random

Thu test includes a readiness check list.

LYONS AN!) CARNAHAN DEVELOPMENTAL READING TESTS

Maturiais:Primer Reading Test,Lower Primary Reading TestUpper Primary Reading TestSilent Reading Diagnostic Test

J. B. Lippincott Company1792'East Washington SquarePhiladelphia, Pennsylvania 19105

Lyons and Carnahan2500 Prairie AvenueChicago, Illinois

PP..-kLAI)I NC iNVI:NTOitY.

by Paul. McKee, M. Lucile Harrison, andJam': B. aioud.

Port One Teta;Using context and letter-sound associations.Usinr, COntQXL and the first letter of a

printed word.Part Two Tests:

U!!ing context

Ending lettersLi,m.ening for letter soundsNotching letters and sounds

METRoPOLITAN kiADEJ.ESS TEI:T

by Gertrude H. Hildreth, Nellie F. Griffiths,and M:try E. NeGauvran.

Tests to rlsess important aspects of readinessfor formal first grade learning; linguisticmaturity, perceptual abilities, muscular coordination .

and moti,r skills, number and letter knowledge,ability to follow directions, attention span.

MURPHY-DURLtELL READING READINESS ANALYSIS

by Helen A. Murphy and Donald D. Durrel'i1. Phoneme2. Grapheme3. Learning rate

THE P1LSCH0OL INVENTORY

by Bettye M. Caldwell.A brief assessment procedure designed for

individual use with children in the three-to-sixage range. it was developed to give a measureof achiL:VLMent_ in areas regarded as necessary for

success in school.

Houghton Mifflin Company777 California AvenuePalo Alto, California 94303

Harcourt, Brace and World, inc.Polk and GearySan Francisco, California 94109

Harcourt, Brace and World, Inc:Test DupartentPolk and GearySan Francisco, California 94109

Cooperative Test DivisionEducational Testing ServiceBerkeley, California

FILMED FROM BEST AVAILABLE CO

STAR- SCREENING TEST OF ACADEMIC REArIESS7

by A. Edward AhrPreschool childrenLearning to plan for individual instruction

DIAGNOSTIC TESTS

CALiFORMA PHONICS SURVEY

by Grace M. Brown and Alice B. CottrellCroup Lest of phonic adequacyGrade 7 arough coligo

DAVIS REAnING TEST ECM 'A

by Fr.,:d,.-.Ack 1. Dtvis and C:larLotto CCOUh Davisf:or him ,cho;::: and colLei!,e

:Ieries Ili: ior w:ou._!3 6-li

Priority Innovations, Inc.V.O. Box 792Skokie, Illinois 60076

The Psychological Corporation304 East 45th Sin:2otNew York, New York

DlAGNCSM TESTS Committee on Diagnostic Reading Test!Mountain Home, North Carolina 82758

; ionL cmfour th

Fi)ur Lb

SurveyExercises

DIAGNOSTIC READING SCALE

by George D. Spache

DOREN DIAGNOSTLC READINt; TEST OF WORDRECOGNITION SKILLS

by Margaret DorenGrades 1-9

B-3

..a

California Test ,urcauDel Monte Resear.h ParkMonterey, California 93940

Aalorican Guidance Service, Inc.720 Washington Avenue, S.E.Minneapolis, Minnesota 55414

HZRELL ANALYSIS OF READING DIFFICULTY

by Donald D. DurrellRane Norms 1.5 - 6.5

Eli. LISTENING-RFADINI; SERIES

by Donald D. Durrell and Mary B. BrassardInterm...di;Jto Level Foim DE

,ns-malkmr DIAGNOSTIC TESTS FORM I, 11

by ii hr Gatos and Ann S. McKillopCrads I-

LM(WE ORAL READING TEST

by J ii . GilmoroGrade J-8, Form A and B

:AY 1H<AL READING mm

by William S. CrayForms A and B, Grade J-12

;(.I.H.LODCH i.")RD ANALYSIS

by Constance M. McCulloughSan Francisco State Collfge

TRIMARY READING PROFILES

McKee, Stroud, HieronymusLevel 1 and 11

IE MCKEE INVENTORY OF PHONETIC SKILL

Test 1, 2, and 3

Harcourt, Brace and Airld, Inc.Polk and GearySan Francisco, California 94109

Harcourt, Brace and World, inc.Polk and GearySan Francisco, California 94109

Bureau of PubLicationsTeachers CollegeColumbiaNtlw York, York.

Harcourt, Brace and World, Inc.Polk and GoarySan Francisco, California 94.109

Test Division of the Bobbs-MerrillCompany, l!lc.

4300 West. 62nd SLreetIndianapolis, Indiana

Ginn ind

2550 Hanover StreetPalo Alto, California 94304



MONROE -I,HEUMAN CltmHP DIAGNOSTiC READING APTITUDEAND ACIIIEVLMLNC

by Marion Monroe and Edith Shermanintermediate Form - Grades 3-9

MORDISON-MCCALE SPELLING SCALE

by J. Cayce Morrison and William A. McCall

THE NELSON-DENNY READING TEST FOR HIGH SCHOOLSAND COLLEGES

PILONU 1. DiAMOSTIC TEST

A diagnostic spelling test of phonetic ability,and a description of :.ke phono-visual material.

ROSWELL-CliALE p!AcNnic TI:!;T OF WORD

ANALYSIS SlaLLS

by Florence G. Roswell and Jeanne S. ChallCity College, New York, New York

Tests:Slnoie Consonant_ SoundsConsonant un

Short VowelsLong Vowels and rule of silent no"Vowel combinationsSyllabicationCotirdounds

Two-syllable wordsThree. and four-syllable words

SILVAROLf CLASSROOM READING INVENTORY

by Nicholas J. Silvaroli

B-5 -

H. Nevins Pri nI.ng Company1414 Brighton RoadPittsburgh, Punnsylvanin 15.2.1.2

Harcourt , Brace and World, Inc.Polk and GearySan Francisco, California 94109


Phonovisual Products, inc.P.O. Box 56254708 Wisconsin Avenue, N.W.Washington, D. C. 20016

Essay PressBox 5Planetarium StationNew York, New York 10024

William C. Brown Company135 South Locust StreetDubuque, Iowa 52003

LOSSON ORAL READING TEST

by Richard L. Slosson

.1t.A. WRITING SKILLS TEST

l) Macl<lin Th-mas

Materials: Grades 9-12

TANI0RD DIAcNosTic READING TEST

Pjorn rarken, Richard Madden, and.ric F. Gardner

Level I farms

Level. LI - 2 forms

T A R L,CREENIN'i TEST FOR THE ASSIGNMENT0 E AL TREATMENTS

b) A. Edward PdirThe purpose is .to provide information in

mporrant skill. areas essential for learning.esrs Visual Memory, Auditory Memory, Visualopyiug, and Visual Discrimination.

ACHIEVEMENT TESTS

LLYN AND BACON, INC.

Tests to accompany the Sheldon Basicleading Series 1st through 8th grade.

ETTS BASIC PEADEM-PHONICS AND THINKING INVENTORIES

Inventories for readiness through 6th grade'ender

Slosson Educational Publications140 Pine StreetEast Aurora, New York 14032

Science Research Associates, Inc,259 East Erie StreetChicago, Illinois b0611

Test. Department

Harcourt, Er.Lce and World, Inc.Polk and Ge:Iry

San Francisco, G.liforuia 9-109

Priority innovatioas, Inc.P.O. Box 792Skokie, Illinois 60076

Allyn and Bacon, inc.Talton ParkBelmont, California 94002

American Bipok Company/Van Nostrand399 Adrian RoadMillbrae, California 94030

BoTEL READING INVENTORY

Morton HotelBatteries: A and BTests: Word Recogn:Lion

Word Opposites (Reading). Word Opposites (Listening)Phonics

CALIFORNIA ACHIEVEMENT TEST

Earnest W. Ticgs and Willis W. ClarkLower Primary 1-2, Forms W or XUpper. Frimary High-2 Low-4, Forms W or XElementary 4-6, Fora W, X, Y,Junior High 7-9, Forms 'a, X, Y, ZAdvanced 9-14, Forms U, X, Y

DETROIT WORD RECOCNITloN JEST

Eliza F. Oglesby

GATES-MACGIN1TIE HEADING TESTS

by Arthur Gates and Walter H. MacCinitiePrimary A, Form I and 11

C

Cs

Survey D, Form 1, II, and IIIE, Porm'I, II, and III.

GINN TESTS

by Constance M. McCullough and David H.Russell. At all levels there are two tests,Grade 1-6

Follett. Publishing Company1010 West Woqnington BoulevardChicago, Illinois 60607

California Test BureauDel Monte'Research Park'Monterey, California 93940

Harcourt, Brace and World, Inc.Polk. and GearySan Francisco, California 94109

Teachers College, Columbia UniversPsychological Corporation304 East 45th StreetNew York, New York 10017

Ginn and Company2550 Hanover StreetPalo Alto, California 94304

A SILENT READING TEST

icy R. A. Grecn and V. H. Kelley -

Rate

2. Comprehension3. Directed reading4. th Meaning5. Paragraph comprehension6. SenLenee meaning

AlphabeLlx.Ing

8. Use of inde

4A TKST OF BASIC SKILLS Form 4

Prepared at the St.:Ite Universlty of Iowa

der the direction of E. F. Lindquist: andI; icronymus

A mn1,.:i editIon. ioi grades 3-5 and 5 -9

R.A. u::;'I' SERiES- -

-Grades 1.2, Form A and I)

Grades 2-4

.1:: BASIC SIGHT WORD TEST ON THE BASIC

SiGHT VOCABULARY

L y Edward W. Doich, Ph.D.

AE NEW DEVELOPMENTAL READING TESTS

by Guy L. Bond, Bruce Balow, and CyrilHoytLower. Primary intermediate LevelUpper PrimaryThe Intermediate Level tests are designed.for

.,;e in grades A, 5,. and 6. The achievement test,vailable in two'forms,. measures five areas ofending develdpment,' and three additional com--inaLion .:cores in &flti'prehension.

B-8

'Harcourt, Brace and World, lnc.Polk and GearySan Francisco, California 94109

HouOton Mifflin Company777 California AvenuePalo Alto, California 94304

Science Res-2.arch Associates,.Ine.259 East: Erie StreetChlcago, TIlLicis 60611.

Garrard Publishin(,L- Company

.1607 North Narket Street.

Champaign, illinois

Lyons and CarnahanAffiliate of Meredith Corporation407 East 25th StreetChicago, filinois 60616

APPENDIX C

SOURCES OF HELP

SOURCES OF HELP

1. State OfficeVole Hancock1400 University Club Building136 East South TempleSalt Lake City, Utah 84111

2. U.S.A.I.L.Carma Hales, Director1421 South 22nd EastSalt Lake City, Utah 84108

J. ECRI -- Exemplary Center of Reading InstructionDr. Ethna Reid, Dr. Lowell OswaldGranite and Salt Lake City School District2870 Connor StreetSalt Lake City, Utah 84109

4. U.B.R.C. Ilintah Basin Reading CenterDale HartvigsenVernal, Utah

S. Rice HouseDr. Floyd SucherBrigham Young UniversityProvo, Utah

6. Northeastern Utah Multi-District ProjectNick DyorichCooperative Education Service Canter90 North 100 WestHeber City, Utah 84032

7. Instructional Media CenterHarold W. Bell, Media SpecialistSalt Lake District Office440 East'First SouthSalt Lake City, Utah 84111

C-1

Directory Information, Sample Bookand Media Center.

Sample learning games, guides,research center.

Library, research, games, films,pamphlets, resource people. Sponsor:State Day in Reading. Sponsored byI.R.A.

Resource materials and people.

Idea centers - slides on reading centersand bulletin boards. Central UtahReading Council Materials.

Library and Professional Books

Audiovisual CenterTelevision Department - video-tapestapes, films, transparencies.

8. Utah State UniversityDr. Morris MowerLogan, Utah 84121

9. Weber State CollegeDr. Jimmie D. MerrillOgden, Utah

10. Southern Utah State CollegeDr. Gwyn Clark, Dr. Kent MyersCedar City, Utah

11. Audio Visual LaboratoryMcKay BuildingBrigham Young UniversityProvo, Utah




Ideas and materials. Do it yourselfcenter.

12. South West Media Center Media Center.Jerald Dolly1552 West 200 NorthCedar City, Utah 84720

13. Phillip ArgyleInstructional Media CenterNebo District50 South MainSpanish Fork, Utah 84660

.14. Bureau of Educational ResearchDr. Gabriel Della Piana, Director308 V Milton Bennon.University of UtahSalt Lake City, Utah 84112

Resource materials.


APPENDIX D

DISTRICT SPONSORED MATERIALS.

District Sponsored Materials

Material Title

1Guide to Developing

Functional Reading Skillswith Emphasis on the Utili-zation of the InstructionalMedia Center.

Brief Location Cost

Research and Study Skills 'Provo City SchoolsBooklet

$5.95

2Auditory Discrimination

KitPhonics Reading Kit Provo City Schools $6.00

3Reading Curriculum

HandbookA non- graded, identification .San Juan School District $50.00

of information and reading skills.]The various sections include:The Teacher, The Learter, Readi-ness, Diagnosis; Word Analyis,Vocabulary, Comprehension, etc.

4Readiness Handbook A guide for teachers of the !,San Juan School District $20.00

primary grades in the development '

of Motor Skills, Oral Language,Visual Perception, Hearing andListening, and Sensory Develop-ment.

5

Note: This is in the process of publication - The Utah Instructional Systems Project (UISP) has developeda completely individualizeu communications program, including language arts and reading consistingof technologically sophisticated instructional packages in keeping with the state philosophy ofeducation. Information concerning these may be obtained through the Division of General Educationof the State Office, 1400 University dug Building, 136 East South Temple, Salt Lake City, Utah84111.

Aaterial Title Brief Location Cost

Coloprehension Skills, 1969 Includes sections on HiddenElements of Comprehension,Vocabulary, Understanding ThoughtUnits and Figures of Speech, Syn-tax and its Effect on Meaning,Signals to Expression of "The WayYa Say It."

Central Utah ReadingCouncil

Rice HouseB.Y.U.Provo, Utah

$2.00

7

Parents - Children andRu,ding, 1970

Outcome of CpC's years workwhose theme was "Parents andTeachers Help Children Succeedin Reading."

Central Utah ReadingCouncil


$2.00

8

16:creational Reading forOw Classroom, 1968

Discusses effective classroomreading centers, techniques forimplementing the recreationalreading program, suggested booksfor children, and related readinggames.

Central Utah ReadingCouncil,


$2.00

9

GrAnite School DistrictFirst Grade ReadingStudy

This study reports, in detail,results of the extensive firstgrade study conducted in GraniteSchool District in 1966-67.

Exempla..y Center for%

Reading Instruction2870 Connor StreetSalt Lake City, Utah

84109

$1.75

i

Material Title Brief Location Cost10

Highlights of the I.R.A.Pre-convention Institute1I, 1968

This contains four reportsgiven on Critical Reading andListening by Thomas Culliton,Sara Lundsteen, Willavene Wolfand Asahel Woodruff.

Exemplary Reading forReading Instruction2870 Connor StreetSalt Lake City, Utah

84109

$1.75

11

Library Resources

-

This is a multi-ring bindercontaining a listing of all ofthe materials contained in theECRI Library. This materialserves as a good guide for thepurchase of many materials forschool libraries.

Exemplary Center forReading Instruction2870 Connor StreetSalt Lake City, Utah

84109

$6.00

12

A Programmed InformalReading Inventory Kit

This is a programmed lessonto instruct classroom teachersin utilizing their own instruc-tional materials in administeringinformal inventories for class-room diagnosis.

Exemplary Center forReading Instruction2870 Connor StreetSalt Lake City, Utah

84109

$3.00

13

Special Services For This directory lists resources Exemplary Center forChildren In Utah, 1968 throughout Utah for referring. Reading Instruction

childien for special services for 2870 Connor Streetchildren with various disabilities. Salt Lake City, Utah

84109.

.

$1.00

29

D-3

Material Title Brief Location Cost14

The Broad Reading ProgramA Reading Guide, Grades1-7, 1968

1-5

Contains philosophy andsuggestions for implementingthree phases of a broad readingprogram, including develop-mental, functional and recrea-tional.

Nebo School District50 South MainSpanish Fork, Utah

$2.00

school For the Fives,A Kindergarten Guide,'1967

Contains a statement ofphilosophy and description ofa rich experiential program.It is also designed to give theteacher a way of appraising thechild's readiness for readingand other skills of a firstgrade program.

Nebo School District50 South MainSpanish Fork, Utah

$2.50

D-4

APPENDIX E

BIBLIOGRAPHY

BIBLIOGRAPHY

1. Allen, Roach Van and Doris May Lee. Learning to Read Through Experience. New York: AppletonCentury-Crofts, 1963.

2. Armstrong, Kraner, Cornell and Roberson. .Developing and Writing Behavioral Objectives. Tucson:Educational Innovators Press, 1968.

3. Bamman, Henry A., Ursula Hogan and Charles E. Greene. Reading Instruction in the Secondary School.New York: David McKay and Company, 1961.

4. Barbe, Walter B. Educator's Guide to Personalized Reading Instruction. Englewood Cliffs, NewJersey: Prentice-Hall, 1961.

5. Teaching Readinf. New York: Oxford University PresS, 1965.

6. Betts, Emmett A. Foundations of Reading Instruction (Second ediAon). New York: American Book, 1957.

7. Bloomfield, Leonard and Clarence Barnhart. Let's. Read--A Linguistics Approach to Reading.Detroit: Wayne State University Press, 1961.

8. Bond, Guy L., and Eva B. Wagner. Teaching the Child to Read. New York: The Macmillan Company, 1960.

9. Chall, Jeanne. Learning to Read. New York: McGraw-Hill Company, 1967.

LO. Cohen, S. A. Teach Them A].1 to Read. New York: Random House, 1969.

Ll. Coyte, Rhoda Jensen. SiTple Sequential Procedures in the Teaching of Word Attack Skills. Provo,

Utah: Brigham Young University Press.

L2. Crosby, Muriel. Reading Ladders for Human Relations (Fourth edition). Washington, D:C.: AmericanCouncil on Education, 1963.

L3. Cushenbery, Donald C. Reading Improvement in the Elementary School. Nyack, New York: ParkerPublishing Company, 1969.

L4. Dawson, Mildred. Fundamentals of Basic Reading Instruction. New York: McKay Publishing Company, 1963

15. Dechant, Emerald V. Diagnosis and Remediation of Reading Disability. West Nyack, New York:Parker Publishing Company, Inc., 1956.

16. . Improving the Teaching of Reading. Englewood Cliffs, New Jersey: Prentice-HallInc., 1964.

17. Della Piana, Gabriel M. Diagnosis and Prescription - -An Introduction. New York: Holt,Rinehart and Winston, 1968.

18. Durrell, Donald C. Improving Reading Instruction. New York: Harcourt, Brace and World, 1956.

19. Eash, Maurice J. Reading and Thinking. New York: Doubleday, 1967.

20. Englemann, Siegfried. Preventing Failure in the Primary Grades. New York: Simon andSchuster, 1969.

21. Fader, Daniel N. and Elton B. McNeil. Hooked on Books. New York: Berkley PublishingCorporation,

22. Fries, Charles. Linguistics in Reading. New York: Holt, Rinehart and Winston, 1963.

23. Frostig, Marianne and D. Horne. The Frostig Program for the Development of Visual Perception.Chicago: Follett, 1964.

24. Gans, Roma. Facts and Fiction About Phonics. New York: Bobbs-Merrill Company, 1964.

25. gates, Arthur I. The Improvement of Reading. New York: Macmillan Company, 1950.

26. Glassmann, Jerrold. Programmed Reading. New York: World Book Company, 1966.

27. Glaus, Marlene. From Thoughts to Words. Champaign, Illinois: National Council of Teachersof English, 1965.

28. Goodman, Kenneth S., editor. The Ps cholin uistic Nature of the Reading Process. Detroit:Wayne State University Press,

29. Harris, Albert J. How to Increase Reading Ability. New York: David McKay Company, Inc.,1961.

30. Readings on Reading- Instruction. New York: David McKay Company, Inc., 1963.

31. Harris, Theodore L. Mildred Creekmore and Margaret Greenman. Phonetic Keys to Reading.Oklahoma City: The Economy Company; 1961.

32. Harrison, Lucille. Reading Readiness. Boston: Houghton Mifflin, 1950.

33. Hayakawa, S. I. Language...la...Thought and Action. San Francisco: Harcourt, Brace and World, 1964.

34. Hellmann, Arthur W. Principles and Practices of Teaching Reading. Columbus, Ohio: CharlesE. Merrill Publishing Company, 1967.

35. Hildreth, Gertrude. Teaching Reading. New York: Holt, Rinehart and WinstOn, 1958.

36. Hunter, Madeline. Maturation. 'El Segundo, California: TIP PubliCations, 1967.

37. Motivation. El Segundo, California: TIP Publications, 1967.

38. . Reinforcement. it Segundo, California: TIP Publications, 1967.

39. . Retention. El Segundo, California: TIP Publications, 1967.

40. King, Martha L., Bernice D. Ellinger and Willavene Wolf. Critical Reading. Philadelphia:Lippincott Company, 1967.

41. Lamb, Pose. Linguistics in Proper Perspective. Columbus, Ohio: Charles E. Merrill Co., 1967.

42. Mager, Robert F. Developing Attitude Toward Learning. Palo Alto: Fearon Publishers, 1968.

43. Marksheffe/, Ned D. Better Reading in the Secondary School. New York: Ronald Press, 1966.

44. Maslow, Abraham H. "A Thedry of Human Motivation," Psychological Review, 1943.

45. McKee, Paul. Reading--A Program of Instruction for Elementary School. Boston: HoughtonMifflin, 1966.

46. Montessori, Maria. The Absorbent Mind. New York: Schoken Publishing Company, 1967.

47. Piaget, Jean. The Psychology of Intelligence. New York: Harcourt, Brace and World, 1950.

48. Robinson, H. A. and S. J. Pauch. Guiding the Reading Program. Chicago: S.R.A., 1965.

49. Robinson, Helen M., editor. Innovation and Change in Reading Instruction. Chicago:National Society for the Study of Education, 1968.

50. Russell, Dr. David H. Children Learn to Read (Second edition). Boston: Ginn and Company, 1961.

Thinking. Boston: Ginn anci Company,

Smith, Henry P. and Emerald V. Dechant. Psychology in Teaching Reading. Englewood Cliffs,New Jersey: Prentice-Hall, 1961.

. Smith, Nila Banton. Read Faster and Get More from Your Reading. Englewood Cliffs, New Jersey:Prentice-Hall, 1958.

. Reading Instruction for Today's Children. Englewood Cliffs, New Jersey: Prentice-Hall, 1963.

, and Ruth Strickland. Some Approaches to Reading. Washington, D.C.:,1969.

Spache, George. Good Reading for Poor Readers. Champaign, Illinois: Garrard Publishing Co.,1966.

57. . Toward Better Reading. Champaign, Illinois: Garrard Publishing Co., 1962.

,,and Evelyn B. Reading in the Elementary School. Chicago: Allyn and Bacon, 1969.

5q. Strang, Mccullough and Traxler. Problems in the Improvement of Reading. New York: McGraw-Hill Book Co., 1955.

60. Thomas, George I. and Joseph Crescimbeni. Individualizing Instruction in the Elementary School.New York: Random House, 1967.

61.. Veatch, Jeannette. Reading in the Elementary School. New York: Ronald Press Company, 1966.

62. Wallace, Eunice, Ewer. Principles of Spelling. Pasadena: Lyons and Carnahan, 1967.

63. Wallen, Carl J. Word Attack Skills in Reading. Columbus, Ohio: Charles E. Merrill Co., 1969.

Weiss, Jerry. Reading in the Secondary Schools. New York: Odyssey Press, Inc., 1961.

. Witty, Paul A. Teaching of Reading. Boston: D. C. Heath, 1966.

06. Young, M. N. and C. V. Young. How'to Read Faster and Remember More. ParkerPublishing, 1965.

BIBLIOGRAPHY

1. Allen, Roach Van and Doris May Lee. Learning to Read Through Experience. New York: AppletonCentury-Crofts, 1963.

2. Armstrong, Kraner, Cornell and Roberson. Developing and Writing Behavioral Objectives. Tucson:Educational Innovators Press, 1968.

3. Bauman, Henry A., Ursula Hogan and Charles E. Greene. Reading Instruction in the Secondary School.. New York: David McKay and Company, 1961.

4. Barbe, Wailer B. Educator's Guide to Personalized Readin Instruction. Englewood Cliffs, NewJersey: Prentice-Hall, 1961.

5. . Teaching Reading. New York: Oxford University PresS, 1965.

6. Betts, Emmett A. Foundations of Reading instruction (Second edition). New York: American Book, 1957.

7. Bloomfield, Leonard and Clarence Barnhart. Let's Read--A Linguistics Approach to Reading.Detroit: Wayne State University Press, 1961.

8. Bond, Guy L., and Eva B. Wagner. Teaching. the Child to Read. New York: The Macmillan Company, 1960.

9. Chall, Jeanne. Learning to Read. New York: McGraw-Hill Company, 1967.

10. Cohen, S. A. Teach Them All to Read. New York: Random House, 1969.

11. Coyte, Rhoda Jensen. Simple Sequential Procedures in the Teaching of Word Attack Skills. Provo,

Utah: Brigham Young University Press.

12. Crosby, Muriel. Reading Ladders for Human Relations (Fourth edition). Washington, D.C.: American

Council on Education, 1963.

13. Cushenbery, Donald C. Reading Improvement in the Elementary School. Nyack, New York: Parker

Publishing Company, 1969.

14. Dawson, Mildred. Fundamentals of Basic Reading. Instruction. New York: McKay Publishing Company, 1963

PERIODICALS

1. The Reading Teacher and Journal of Readingand Research Quarterly (Other I.R.A.Publications)International Reading. AssociationSix Tyre AvenueNewark, Deleware 19711

2. Elementary English and The English Journal(Other NCTE Publications)The National Council of Teachers of English508 South Sixth StreetChampaign, Illinois

3. The InstructorThe instructor Publications, Inc.Subsidiary of Harcourt, Brace and World, Inc.Instructor ParkDanville, New York 14437

4. Childhood EducationAssociation for Childhood Ed. International3615 Wisconsin Avenue N.W.Washington, D. C. 20016

5. Reading News Report11 West 42nd StreetNew York, New York 10036

6. Grade TeacherEducational Press Association of America22 West Putnam AvenueGreenwich, Connecticut 06830

7. The Education Digest711 South Viewmont AvenueLos Angeles, California 90005

8. The Journal of Reading BehaviorCollege of EducationUniversity of GeorgiaAthens, Georgia 30601

9. Elementary School JournalUniversity of Chicago Press5750 Ellis AvenueChicago, Illinois 60637

10. Elementary Principal's Journal1201 16th Street N.W.Washington, D. C. 20036

11. N.E.A. Journal1201 .Sixteenth Street N.W.Washington, D. C. 20036

12. D.E.A. Journal875 East 5180 South, P.O. Box 7500Murray, Utah 84117

13. Saturday Review380 Madison AvenueNew York, New York 10017

14. The Journal of EducationGeorge Peabody College for TeachersNashville, Tennessee 37203

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