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DOCUMENT RESUME ED 119 143 CS 002 452 TITLE Reading Effectiveness Program: Middle, Junior and Secondary School Guide. PUB DATE 75 NOTE 239p.; For related document see CS002451 EDRS PRICE MF-$0.83 HC-$12.71 Plus Postage DESCRIPTORS *Content Reading; Home Economics; Intermediate Grades; Mathematics Instruction; Program Evaluation; *Reading Comprehension; *Reading Diagnosis; Reading Instruction; *Reading Programs; Science Instruction; Secondary Education; Social Studies; *Study Skills IDENTIFIERS Indiana ABSTRACT This guide offers suggestions for an all-school reading program focusing on four areas of instruction: a diagnostic-prescriptive-instructional reading program, a content area instructional reading program, a recreational-leisure reading program, and an efficiency-study skills reading program. Techniques for diagnostic-prescriptive reading includelreading interest inventories, informal reading inventories, standardized reading achievement tests, and a checklist for organizing reading instruction. Suggestions are given for teaching the developmental skills of vocabulary, comprehension, and study skills. Comprehensive sections on how to teach reading in the content areas of English, social studies, science, mathematics, and home economics are provided. A materials listing indicates level and skills use of many commercial materials. Means for evaluating the all-school reading program are suggested. (MKM) 0 *********************************************t************************* Documents acquired by ERIC include many informal unpublished * materials not available from other sources.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 EhIC Document Reproduction Service (EDRS). EDRS is not * 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 it WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPPE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Qi reading effectiveness program/middle.junior & secondary school guide Indiana Department of Public Instruction Harold H. Negley, Superintendent 1975 2 Foreword Millions of Americans, young and old, are handicapped socially, emotionally, educationally and economically becat.se they cannot read well enough to function in their society. Students must be provided education at all levels that will equip them not only to compete successfully in the sophisticated employment market, but that will equip them also to understand and to live effectively with the personal and social changes of our times. The ability to read effectively, permeating as it does every other dimension of education, is clearly one challenge deserving the impetus of contemporary society. We have no option but to seek the means for making the schools more effective for all children. We all must work cooperatively: schools, parents, colleges and universities, educational associations, community groups, in a never ending quest for a sound, success-oriented endeavor aimed at strengthening the total reading programs of local communities. Our state plan provides assistance in improving reading instruction by fostering staff development, presenting research, demonstrating ways,by which skills can be taught effectively and describing innovations that may make it possible to advance reading instruction to an optimum level for everyone. Today's pupils must learn to read with ever increasing understanding if they are to develop their talents as individuals and to function effectively in dealing with the day to day demands of our society. A total program of reading fosters the accomplishment of this endeavor. The total program of reading includes all facets of the school program which promote growth in and through reading; to improve the reading skill and the use of reading both in school and out. A total approach involves the preschool through adult population. It means involvement of the whole community, not just the schools. No one person or group of persons can accomplish this alone. It is inexcusable that in this day, when man has achieved such giant steps in the development of his potential, when many of his accomplishments approach the miraculous, there still should be those who cannot read. We should immediately set an unquestioned goal: Everyone must be taught to read to the best of his or her ability. This opportunity to read effectively is basic to the optimal functioning of our public educational system. Having arrived at a time which holds forth the possibility of eliminating this failure, we must, in all justice, seize the opportunity with the utmost vigor and determination. My faith in the citizenry of Indiana and professional expertise of our educators affirms my optimism in the realization of meeting this challenge with a high degree of success. Harold H. Negley State Superintendent 3 iii Contents Introduction 3 Section I Developing a Middle, Junior High and Senior High School Reading Program 1. Developing a Reading Program 7 Section II Techniques for Diagnostic-Prescriptive Teaching of Reading 2. Techniques for Teaching Reading 19 3. Determining Skill Needs 33 4. Organizing for Instruction 35 Section III Developmental Skills 5. Vocabulary 43 6. Comprehension 49 7. Study Skills 53 Section IV Reading and English 8. Teacher Preparation 69 9. Assessment n . 75 10. Anticipation and Preparation 81 11. Manipulation 91 12. Skill Strategies 113 13. Study Techniques 123 14. Evaluation 129 Section V Reading and-Social Studies 15. Teaching Techniques 139 16. Understanding Social Studies Materials 147 Section VI Reading and Science 17. Location Skills in Science Reading 155 18. Skills in Science Vocabulary 159 19. Comprehension of Science Materials 167 Section VII Reading and Mathematics 20. Reading Development in Mathematics 179 Section VIII Reading and Home Economics 21. Reading and Home Economics 201 Section IX Materials 22. Materials 213 Section X Evaluation of Reading Programs 23. Evaluation of Reading Programs 257 4 Appendix Model Programs 269 Acknowledgments 275 5 vi Introduction The middle, junior and senior high school curriculum demands a wide range of reading abilities. The reading program should provide a continuous development of the reading processes initiated in the elementary school so that students can intelligently and effectively deal with the mass of printed media which confronts them daily. The program should emphasize the teaching of reading in the content areas. Reading instruction should be available to all post-elementary students on a multilevel basis in order to meet their wide range of reading needs. The reading abilities and skills of a student should be identified and evaluated. The student should then be placed in a program that is appropriate for his needs. In order for the teacher to provide an effective reading program, regardless of the approach adopted, that program must be carried out in a well organized and carefully planned manner. Such planning requires a variety of tools and techniquestools such as assessment instruments, teaching materials and record and report forms. Techniques include teaching methods for the various reading program objectives such as organizational plans for the effective management of students and facilities and evaluation strategies for determining the overall effectiveness of the program. This guide is designed to provide these tools and techniques. An effective reading program must be based on a well defined and clearly stated set of reading program objectives. This guide includes an example of a specific set of reading program objectives which may serve as a model for program design. Individual school systems may use these objectives advisedly, making alterations or extending areas that best enhance local needs. While the objectives may vary from one program to another, the critical factor is the commitment of educators toward accomplishing their objectives. The guide is designed specifically as a practical aid for the teacher. The format was selected for its utility, and the content developed with objectives and activities designed to give the teacher practical teaching ideas. Examples are provided to illustrate the types of materials and ideas described. The guide is not intended to be an end in itself. As meaningful supplementary material relevant to local needs is added, its utility and practicality will increase. The Indiana concept of what effective reading instruction should be relies heavily on the creativity and unique characteristics of local school communities implementing the State Criteria for Excellence reading model. Thus, foremost concentration is on a variety of teaching/learning strategies and designs to fit individual needs and interests. The loose-leaf notebook was purposefully chosen for the reading curriculum guide because it lends itself to the flexibility and adaptability necessary for modification in meeting the needs of local school systems. The guide reflects a continuous progress philosophy of reading instruction, a philosophy which will allow each child to progress at his own

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