Showing papers in "Reading Horizons in 1978"

Understanding the Hypothesis, It's the Teacher that Makes the Difference: Part II

Abstract: Any explication of the essential components of an effective reading program will likely include a discussion of the teacher’s role. Research findings have made it abundantly clear that the single most important element of an effective reading program is the regular classroom teacher. Many other factors are important, of course, but these research findings suggest pupil success or failure is most directly related to the “teacher variable” in the teaching of reading. UNDERSTANDING THE HYPOTHESIS, IT'S THE TEACHER THAT MAKES THE DIFFERENCE

A Comparison of Underlining Strategies for Improving Reading Comprehension and Retention.

Abstract: Much interest currently exists in topics related to the improvement of learning through such avenues as “mathemagenic activities,” and a considerable amount of research has been done recently in the area of visual cueing as a learning enhancement technique. This paper is restricted to a discussion of one visual cueing technique underlining and some implications arising from underlining research. A COMPARISON OF UNDERLYING STRATEGIES FOR IMPROVING READING COMPREHENSION AND RETENTION

Attitude Toward Reading and Reading-Related Concepts Among Elementary Students

Abstract: The study measured student attitude toward reading and reading related concepts to determine the effects of grade level, reading achievement, sex, race, and social status upon reading attitudes. ATTITUDE TOWARD READING AND READING-RELATED CONCEPTS AMONG ELEMENTARY STUDENTS

Factors Affecting the Relationship Between Listening and Reading

Abstract: Although it is important to look at the relationships between all of the language arts, the purpose of this paper is to focus on the relationship between reading and listening. There are several practical reasons for focusing on these perceptive skills. With the myriad of listening/reading materials published today, reading teachers must be ready to evaluate the effectiveness of such materials. In addition, they should be armed with knowledge about the utility of using training in specific and general listening skills as a method of improving reading skills. And, finally, they should have some ideas as to how to incorporate listening activities into a reading program. FACTORS AFFECTING THE RELATIONSHIP BETWEEN LISTENING AND READING

Measurement of Teacher Knowledge of Reading.

Abstract: This paper provides a survey of evaluative instruments which measure teachers' knowledge of the process of reading. Thes6 tests can be divided into three categories: those which measure specific skills in teaching reading, those which appraise the diagnostic ability of the teacher,_and those which assess the teacher's knowledge of reading practices and instructional techniques. Strengths and weaknesses of such instruments as Durkin's Phonics Test for Teachers, Wallen's Competency in Teaching Reading, and Artley and Hardin's Inventory of Teacher Knowledge of Reading are discussed. For elementary teachers/ only one test was found to be comprehensive in scope. (KS) Ac************************* ************************************* Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * of the microfiche and hardcopy-reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDES). EDRS is net * responsible for the quality of the original document. Reproductions * supplied by EDRS are the best that can be made from the original. * ********************************************************************* U.S. DEPARTMENT OF HEALTH. EDUCATION 8 WELFARE NATIONAL INSTITUTE OF EDUCATION 03 THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECE.VED FROM Pr' THE PERSON OW CHRGANIZATIQN ORIGINATING IT POPNTS OF vIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OVF IcIAL NATIONAL INSTITUTE OF EDUCATiON POSITION OR POLICY Title: Measurement of Teacher Knowledge of Reading Author: Dr. H.L. Narang Iflstitutin : University of Regina, Regina' Sask. Canada Date: January, 1977. MEASUREMENT OF TEACHER KNOWLEDGE OF READING Introduction The latest trend in teacher education is towards competency-based programs which focus on the specific knowledges, skills, and attitudes that teachers ought to develop in order to perform well on the job. One area of teach competenceis knowledge of the subject-matter. Cooper (1973) c lls this knowle competency. Several writers have emphasized the mastery of subject-matter as an important component in teacher preparation. Bush (1954) says that students like teachers whom they regard as high in knowledge of subject; and pupil liking of teachers is related to pupil liking for the subject. Miller and Miller (1971) asked school administrators to rank order a list of 17 items representing personal qualities and professional competencies considered essential for teaching. There was unanimous agreement on the knowledge of the subject-matter in the teaching field as being most important for a successful classroom teacher. Vanderwerf (1958) says that there is some evidence to indicate that a relationship exists between what a teacher knows about his field and his success in teaching. Wade's study (1960) provides some evidence that teacher knowledge of reading skills and its application was related to pupils gain in reading achievement. Menges (1975) also recommends knowledge of the subject-matter and its application as two important aspects of professional-readiness.

Content Reading: Past. Present! Future?

Abstract: With the impetus gathered by such ideas as presented by Flesch (1955) in “Why Johnny Can’t Read” and, certainly, by Allen’s (1969) proclamation that every child should have the ”right to read,” a large portion of current educational writing has concerned the area of reading and reading education. Within reading education one particular facet of instruction, content area reading, has blossomed within the last few years. Articles, books, and conference sessions have been devoted to this very specific area of reading education (Herber, 1970; Laffey, 1972; Robinson, 1975). CONTENT READING: PAST. PRESENT! FUTURE?

Oral Reading: Considerations Before Utilization

Abstract: One of the most revealing diagnostic devices used in the elementary school is oral reading. By using oral reading the teacher can evaluate the child’s ability to respond to punctuation marks, to apply phonics, to recognize basic sight words, to phrase correctly, and to apply other reading skills. The child’s strengths and weaknesses can easily be determined through the use of oral reading, and an individual improvement program can be based on an evaluation of reading skills as reflected by oral reading. Without question, oral reading is an essential activity for effective teaching. Oral reading, however, is not an extensively used activity. Oral reading is not often utilized outside the classroom. Most reading is silent, and, even in the classroom, silent reading is used more often than oral reading. ORAL READING: CONSIDERATIONS

Providing for the Older Reader in the College Reading Program.

Abstract: For years, middle-aged and older learners have engaged in educational pursuits at all level of achievement. It is only recently, however, that educators have begun to address the problems presented by such learners. PROVIDING FOR THE OLDER READER IN THE COLLEGE READING PROGRAM Ann Marie Bernazza Haase UNIVERSITY OF ARIZONA, TUCSON, ARIZONA

Identifying the Basic Elements of Critical Reading.

Abstract: A person undertaking a search of the existing literature on the topic of critical reading would notice immediately that there is a rather large number of articles and book chapters dealing with the topic. In reading a few of the articles it would also become apparent that there is little consensus regarding what critical reading is the definitions range from a very narrow view such as “Critical reading is recognizing biased writing” to rather broad views such as ”Critical reading is the process of comprehending in its highest form.” One other thing emerges clearly from the literature; critical reading is viewed as a valuable and important skill, but one which is being taught in an inadequate and limited way. In speculating about the causes of this inadequate success level in teaching critical reading, a number of possibilities come to mind. Some of these possibilities include the lack of agreement on what critical reading is, a hesitancy of some teachers or systems to deal with controversial issues, lack of training in the teaching of critical reading at the college pre-service level, or the fighting of educational ”brush fires” at the lower comprehension levels (if a student doesn’t comprehend literally, can he read critically?) These and many other possibilities exist. IDENTIFYING THE BASIC ELEMENTS OF CRITICAL READING

Classroom and the Cloze Procedure: Interaction in Imagery

Abstract: The paper will give the background research concerning cloze techniques, detail the steps teachers would follow to use Interactive Cloze, report behavioral observations within the classroom setting, and indicate direction for research into the efficacy of this procedure. CLASSROOM AND THE CLOZE PROCEDURE: INTERACTION

Required Preparation in Reading for Secondary Teachers

Abstract: In Fall, 1977, a survey was conducted on requirements for secondary teachers in the area of reading instruction. Information from state certifying agencies show a majority of states have some requirements. The results of the survey, when compared to results of two earlier surveys, show increasing interest in secondary reading. REQUIRED PREPARATION IN READING FOR SECONDARY TEACHERS Walter J. Lamberg UNIVERSITY OF TEXAS AT AUSTIN Introduction In Fall, 1977, a survey was conducted on requirements for secondary teachers in the area of reading instruction. Information from state cer tifying agencies show a majority of states have some requirements. The results of the survey, when compared to results of two earlier surveys, show increasing interest in secondary reading. The Survey As the Undergraduate Adviser for Secondary English and Reading, I was interested in the nature and extent of required preparation in in struction in reading. Officials responsible for teacher certification in all states and the District of Columbia were sent a questionnaire. The following information was requested: (1) whether or not there were requirements, (2) the number of required hours of course work, (3) the "content" of required courses, and (4) whether or not there was a move to establish requirements, in the event no requirements were in effect. All agencies responded. Six substituted or added statements from their offices which detailed requirements; the rest returned the completed questionnaire. Results Of the 51 agencies, 30 had some kind of requirement, as reported in Table I. Twenty-three required 3 or more hours of course work. Three hours were the minimum required (by 15 states); 12 was the maximum. Seven agencies had an unspecified number of hours. Two agencies required a demonstration of knowledge or competence, but did not require course work. Twenty-one agencies had requirements for all secondary teachers. Five had requirements only for secondary English teachers; 3, only for Secon dary Reading teachers. One state indicated that only some (unspecified) teacher education programs had requirements. Agencies were asked to indicate which of the following areas of reading were required: (1) content-area (i.e., reading directly related to subjectareas, such as English, Social Studies, Science, and Mathematics); (2) developmental reading (development of general areas of comprehension, vocabulary, and flexibility; not necessarily directly related to subjects); (3) remedial (for students with reading difficulties); and (4) beginning (for students unable to read). Four agencies required coursework which covered all four areas of reading. One state required the first three areas. Four required content-area and developmental reading. Eight required only I

How Disabled Readers Try to Remember Words.

Abstract: Studies of memory tasks with normal learners, involving letters and word-like patterns, indicate that recall is easier when stimuli present familiar patterns, either as pronounceable syllables (Gibson, 1965) or as contextual dependencies (Miller & Selfridge, 1950). Blumberg (1968), studying associative learning tasks, found brain injured children to have the least difficulty in making associations between visual non-word like stimuli and spoken words, while having greatest difficulty with visual word-like associations. Bakker (1967) reports that severely disabled readers were significantly poorer than better readers in the recall of meaningful, but not meaningless, sequences. HOW DISABLED READERS TRY TO REMEMBER WORDS

Perceptions of Reading Instruction.

Abstract: It follows that there exists an obvious need for elementary reading programs to be closely articulated with the developing and changing reading requirements of pupils as they progress through the elementary grades. There is an even more obvious need for close cooperation between teachers and administrators in order to implement reading programs that meet pupil requirements. PERCEPTIONS OF READING INSTRUCTION

The Principal Helps Improve Reading Instruction.

Abstract: In cases in which principals have failed to improve reading instruction it is because they have not fully accepted their role as school instructional leaders, because they don’t see reading as a priority goal, because they don’t understand what is involved in change, or because they view materials and systems rather than teaching as the key to the reading process. THE PRINCIPAL HELPS IMPROVE

The Reading-Career Education Connection

Abstract: Career education thus provides a framework that can make reading experiences vital and meaningful. Reading, as Brickell (1975) suggests, is “the only skill that will be used in every job, the only skill that can free the mind and put bread on the table” (p. 6). If his comments appear to be zealously stated, they nevertheless serve to amplify the reading-career education connection. For the vast majority of students reading is and will continue to be the most efficient vehicle for learning. It can serve as the prime tool for exploring the world of work and in sharpening the thinking skills needed to cope in a highly technological society. The reading curriculum, within a career education context, therefore, must be carefully articulated if students are to experience the full benefits of the reading-career education connection.

A Psycholinguistic Look at the Informal Reading Inventory Part I: Looking at the Quality of Readers' Miscues: A Rationale and an Easy Method

Abstract: Instead of relying on machine-scored tests, many teachers wisely assess children’s reading themselves, in an individualized session with each child Some version of what is popularly known as the informal reading inventory (IRI) is often used for such assessment The IRI provides a handy but not necessarily reliable method for determining what level of reading material might be appropriate for a given child Furthermore, it is even less likely to be valid in determining a child’s reading strengths and weaknesses Some recent versions of the informal reading inventory encourage teachers to underestimate children’s reading strengths and even to prescribe “remedial” work for excellent readers Also, the various phonics, sight word, and word analysis tests that sometimes accompany the IRI have limited relevance in determining how well a child can read A PSYCHOLINGUISTIC LOOK AT THE INFORMAL READING INVENTORY PART I: LOOKING AT THE QUALITY OF READERS' MISCUES: A RATIONALE AN D AN EASY METHOD

Teaching Reading to the Hearing-Impaired Child

Abstract: The single most serious impediment to successful school achievement in general and to learning to read in particular is the deaf child’s impaired language function. TEACHING READING TO THE HEARING-IMPAIRED CHILD

Busy Parents Can Help Their Children Be Good Readers.

Abstract: What do you tell the parents of a primary grade child when they ask this age-old question. “How can I help my child be a good reader?” Or what do you say at the next P.T.A. meeting when your principal calls on you to address this question? BUSY PARENTS CAN HELP THEIR CHILDREN BE GOOD READERS

Parent Involvement in Children's Reading Readiness Development

Abstract: Before the days of community-supported schools, parents were the primary reading teachers of their children. This was, of course, if the parents could read themselves. Once schools became established, parents generally relinquished the responsibility for teaching their children to read to the schools. Despite the fact that today most parents know how to read, too often they take a very inactive role in their children’s reading development. PARENT INVOLVEMENT IN CHIDLREN'S READING READINESS DEVELOPMENT

The Illiteracy Concept: Defining the Critical Level.

Abstract: ABSTRACT The first section of _his paper reports the results cf numerous literacy studies in which adults were tested on a variety of tasks, including filling out forms, answering questions about newspaper classified advertisements, and dealing with certain facets cf consumer econcmics. The percentage of adults in the United States reported to be literate varied widely from study to study. In the second secticn, the author explores various definitions of literacy. Literacy has been defined as the ability to respond appropriately to all possible reading tasks, as the presence of reading skills necessary to enable persons to function effectively, in society, and as the level cf achievement attained by the average child by the beginning cf fourth grade. Some researchers have attempted to define \"functional literacy,\" which connotes reading for a purpose related in scme way to social utilitY. The author concludes that literacy is related to specific tasks and specific contexts and that there can be no universal definition of literacy. In the United States, the minimum level of reading ability reguired for full participation in the social and economic life of the nation appears to be around the eleventh grade level. (GW)

Room for Optimism

Abstract: A letter from the editor. EDITORIAL COMMENT >^ "ROOM FOR OPTIMISM" Prospects for more reading and better reading proficiency among the elementary students in the nation are looking ever brighter, now that we have bridged some of our attitude gaps and semantic chasms. We refer specifically to the observable evidence that parents are accepting the idea of pre-school experience as the first step in reading training. We may further note the closer cooperation between parents and early elementary teachers in helping children build concepts, learn various shapes, time, distance, and other discriminatory skills. Still another cheering fact is the way in which more and more elementary principals have educated themselves to build, evaluate, and guide reading programs in their buildings and systems. No longer are they finding themselves at the mercy of glib publishers' representatives. No longer do principals call school-wide tests and a remedial room a reading program. How did this measurable improvement come about? We believe one obstacle to progress which is rapidly disappearing is the barrier of semantics. Many parents used to think of sending their children "off to school" as if education were a different process than what had been going on at home. The idea of home-life as the reading readiness step did not exist. Thus, when teachers sought to build continuity between home ex perience and beginning literacy the effort was seen as interference from school. We feel a sense of gratitude for a new atmosphere that is building. Mothers of preschoolers are picking up materials made available to them at school, to better use games and activities that lay the foundation for ease in beginning reading. School boards have seen the wisdom of facilitating the printing and distribution of such materials. Enlightened principals have used their talents as coordinators insteadof leaning on their authority. And we will all gain immeasurably as our children grow to maturity through reading. Kenneth VanderMeulen Editor I I t ifi ll ool i irst r cepts, i s s, , , ill . i i s {' {'l {' ' t . er i ls ll lid{' i l .

Reading Deficiency and Behavior Problems: A Study

Abstract: Early in the 1973 school year, original research was conducted in a New England public school concerning the relationship between reading deficiency and disciplinary problems. A description of the research design and the results of the project were published in the Journal of the New England Reading Association. Since that time further studies have been conducted using a more sophisticated research plan and an expanded statistical analysis of the results. Even more significant than the continued research in the relationship between reading and behavior is longitudinal aspects of the study; the students that participated in the original 1973 study are now eligible for high school graduation. The follow-up on their progress is significant in light of the work done to remediate their learning deficiency and help them become better adjusted to school. READING DEFICIENCY AND BEHAVIOR PROBLEMS: A STUDY Neil T. Glazer PRINCIPAL, QUABOAG REGIONAL HIGH SCHOOL, WARREN MASSACHUSETTS Early in the 1973 school year, original researchwasconducted in a New England public school concerning the relationship between reading deficiency and disciplinary problems. A description of the researchdesign and the results of the project were published in theJournal of the New England Reading Association. Since that time further studies have been conducted using a more sophisticated research plan and an expanded statistical analysis of the results. Even more significant than the continued research in the relationship between reading and behavior is longitudinal aspects of the study; the students that participated in the original 1973 study are now eligible for high school graduation. The follow-up on their progress is significant in light of the workdone to remediate their learning deficiency and help them becomebetter adjusted to school. The Original Study Accurate records were kept of all students sent to the Office for Disciplinary Infractions, problems ranged from simple truancy to the more severe problems of delinquency. Each student was given the GatesMacGinitie Test and the results recorded. At the end of the semester one hundred students had been referred to the office. The vast majority of the students scored well belowgrade placement in reading, eighty-nine of the one hundred were performing below grade placement with the mean reading 2.2 years behind. Only eleven of the students performed at or above grade placement on the Gates MacGinitie. The students were randomly divided into control and experimental groups. The experimental group received individual and small group instruction in reading a minimum of twice a week with either a member of the professional staff or a university tutor. The control group continued in regular classes without special help in reading. At the same time a rating scale was developed to measure and classify the different types of behavior problems in the school; the behavior could then be quantitatively measured for students in both the experimental and the control groups. During the experimental period accurate records were kept on both the behaviorof each child and the progress made in reading. At the conclusion of the research project, a complete statistical analysis was made for the behavior and reading achievement for individuals in both the experimental and control groups. Statistically, it was indicated that the experimental group improved in reading. This was established by administering the Gates-MacGinitie as the post test and comparing reading scores. At thesame time, those students in I I

Expanding the Reading Interests of Secondary Students

Abstract: All students encounter various required reading assignments during the course of a school day in the different content areas. The adolescent’s attention is also directed to hundreds of other pieces of reading matter which may not be recommended or suggested by teachers or parents. Some students at both the high school and university levels contend that they have no available time for engaging in wide reading since required reading and school activities consume most of their study and leisure-time hours. EXPANDING THE READING INTERESTS OF SECONDARY STUDENTS Donald C. Cushenbery UNIVERSITY OF NEBRASKA—OMAHA All students encountervarious required reading assignments during the course of a school day in the different content areas. The adolescent's at tention is alsodirected to hundreds of other pieces of reading matter which may not be recommended or suggested by teachers or parents. Some students at both the high school and university levels contend that they have no available time for engaging in wide readingsince required reading and school activities consume most of their study and leisure-time hours. Despite these conditions, every teacher can, and must, assume responsibility for extendingthe reading interests of their students in regard to the content area being studied. This article is designed to provide numerous practical suggestions for every secondaryteacher in achieving the goal of wide reading for all students. To fulfill this objective the following topics are discussed: evaluating reading interests of students; building reading incentives; and making book reviews profitable and useful. Evaluating ReadingInterests of Students The types and kinds of adolescent reading interests appear to be somewhat varied based on age, sociological and educational background, and geographic location. The research to date regarding this phase of literature has not been extensive; however, a few well designedstudieshave been conducted during the past twenty years. Regarding these studies, Olson and Ames comment:1 It should be noted that the research regarding adolescent reading interests and tastes is far from complete. At times the data seem to present conflicting information, but the research techniques have been so crude that the results may reflect more technical problems than actual differences in tastes and interests. Some studies have dealt with choices of specific books, some with expressed likes for certain topics, and some with what teachers thought about their students' interests and tastes. There have been a number of interesting studies devoted to finding data and formulating conclusions regarding reading interests of adolescents. One of the most important investigations was conducted by Norvell2 in 1950 and involved more than 50,000 students and 625 teachers. Some of his findings were 1) girls liked many of the books normally chosen by boys, whereas not many boys chose books which are favorites of girls, and 2) basic book choices were fairly uniform by sex regardless of the intelligence levels of the subjects or the reading level difficulty of the books. .

A Mini Look at Some Maxi Ideas

Abstract: Time and again I have listened to busy teachers complaining that they don’t have time to read the many current articles on IQ, open classrooms, class organization, learning theory, motivation, and use of traditional material which appear in professional literature. Therefore, I would like to consolidate many of these sources into one article which will give the reader some indication of the trends which seem to be taking place concerning these things. A MINI LOOK AT SOME MAXI IDEAS Prof. Heath Lowry and Barbara Waters UNIVERSITY OF PACIFIC, STOCKTON, CA Time and again I have listened to busy teachers complainingthat they don't have time to read the many current articles on IQ, open classrooms, class organization, learning theory, motivation, and use of traditional material which appear in professional literature. Therefore, I would like to consolidate manyof these sources into one articlewhich will give the reader some indication of the trends which seem to be taking place concerning these things. Teaching methods, values, and organization which supports each of these are in a state of flux. As our society moves forward, the needs of the people change, no matter what their age, and so the goals of education. Teaching techniques must reflect the new knowledge about how children learn, but most important is the fact that all this information and change is arid unless what weproduce isto the advantageof the learner. The following recent (73-74) professional journal publications have been selected and reviewed in succinct form to aid the busy teacher in "keeping current" on recent ideas and innovative practices. "A MINI-LOOK AT SOME MAXI-IDEAS FROM RECENT PUBLICATIONS -72-74" Annotated Bibliography of Pertinent Items To BeConsideredWhen Teaching Reading 1. Bereiter, Carl, "Education: An Affront to Personal Liberty?" Learning, Vol. 2, No. 2, October 1973, pp. 90-92, 94-95. Needs determine interest in forms of education. Children should have the right to choose to be educated and to direct their growth in terms of needs. Compulsory education denies this personal liberty. 2. Dillon, Stephen-Franks, David "Why Open Classrooms Close Down" Nations Schools, Vol. 93, No. 2, February 1974, pp. 43-45. Failure of open classrooms may be due to one or more of six reasons. 1. The teacher isan insecureperson. 2. The teacher does not accept basic values of open education and the fact that learning must be the emphasis, not the teaching. 3. A teacher must set clear limits for students. 4. A teacher refuses to yield her position based teacher power. The students share the power of office. 5. The provisions for learning are inadequate. There is a need for considerable more planning. 6. The classroom was "opened" too suddenly without preparing students for the freedom they will have. It involves a re-socialization process. I IDEAS rof. e t o ry r aters UNIVERSITY P CIFIC, S TON, i e and again I have li t to b s t r co plaining t at t ey on't ave ti e t r a t e any c rrent arti l I , en cl s, class r a i ti , l r i t e ry, oti a se f tr iti l at ri l i r i r f ssi l lit r t r . r f r , I l li t s li any f t s r i to ne rticle i ill i t e r er i i f t e t i t e t l t t i . aching t l i i t se i l x. s r ar , t s t tt at ir cation. i st t i t e t ll t e is t e r. ' ' l e ; l r I t ~ '72-'74

The Reading Field Agent: A Model for the Diagnostic Teaching of Teachers.

Abstract: Diagnostic teaching with all its ramifications is one of the trends in education which has had profound implications for the field of reading. Unfortunately, too much of the emphasis has been on diagnosis and not enough on teaching. Teachers are constantly bombarded with new tests diagnostic, criterion referenced, etc. all of which are reputed to accurately pinpoint the reading needs of all students. Many of the results of these measures are at best tenuous: the fact that a well trained teacher is the best diagnostician is one fact that is often ignored in any implementation of diagnostic teaching. THE READING FIELD AGENT: A MODEL FOR THE DIAGNOSTIC TEACHING OF TEACHERS Jack Cassidy READING SUPERVISOR NEWARK SCHOOL DISTRICT, NEWARK, DELAWARE Diagnostic teaching with all its ramifications is one of the trends in education which has had profound implications for the field of reading. Unfortunately, too much of the emphasis has been on diagnosis and not enough on teaching. Teachers are constantly bombarded with new tests diagnostic, criterion referenced, etc.-all of which are reputed to ac curately pinpoint the reading needs of all students. Many of the results of these measures are at best tenuous: the fact that a well trained teacher is the best diagnostician isone fact that isoften ignoredin anyimplementation of diagnostic teaching. Another irony in the diagnostic teaching movement is the fact that although teachers are constantly exhorted to apply diagnostic teaching techniques, these same techniques are rarely applied to teacher training itself. In most cases teachers are routinely subjected to present graduate programs and inservice training with little attention to the specific needs of particular teachers and their students. The role of the reading field agent was developed to meet this need. The development of the field agent model was also, in part, facilitated by the American interest in the British infant school. As hundreds of American educators travelled to England to observe "open education" they werealso impressedwith the British"teacher centers" for inservice training. In the United States, the reading field agent model has been developed through two ESEA Title III Projects. The initial project developed in Greensboro, North Carolina (Goldman and Wolff, 1971) transported teachers and their students to a central location. A second project, the Delaware Reading Center, based on the Greensboro project and located in Newark, Delaware, deployed the field agents to the schools for most of their time. It is this model that is delineated here. Definition A reading field agent is a specialist hired specifically to assist the classroom teacher in utilizing his or her reading resources to the fullest. The field agent does not serve as a remedial teacher. In Delaware, the field agent was housed in a central location and reported to various schools throughout the county. Using the services of a field agent was voluntary, and teachers with the approval of their principal submitted applications. The Director of the Center and the field agents interviewed all candidates in order to ascertain where the field agents' services would be of most value. I I I o

High School Discipline Problems and Reading Disability

Abstract: In the past ten years vandalism, impertinence to teachers and general classroom disturbances have increased tremendously These are only a few of the types of discipline problems that teachers and administrators are faced with daily The secondary schools seem to be the most prominent area of trouble If at all possible, it is up to these high school classroom teachers to handle the discipline problems they face Sending students to the office, suspensions, and expulsions are often not the answer for chronic offenders They simply meet these punishments with resentment and defiance Too many times they just return to the classroom, only to repeat their disruptive actions So it is in the classroom that the problem must be solved In order to do this, the teacher must understand what discipline involves and how to use it most effectively Correcting classroom environment and finding the cause of behavioral problems are also essential Many studies have shown that reading problems in students often are the cause for discipline problems in those same students Understanding discipline and coordinating it with correcting reading deficiencies would be a major step toward improving discipline problems HIGH SCHOOL DISCIPLINE PROBLEMS AND READING DISABILITY

A Boost for the "Basics" Through Children's Literature

Abstract: The most persistent hazard in skills emphasis is that we become so busy teaching them that we forget about the important goalto develop readers and writers. I know children who can perform skills in isolation to 80 percent proficiency, 95 percent proficiency, yes, even 100 percent proficiency. But, they can’t read where it counts-in the real world of books. What is even more distressing is that some of them don’t even want to enter this real world because they have never had a taste. A BOOST FOR THE "BASICS" THROUGH CHILDREN'S LITERATURE