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DOCUMENT RESUME Reading Effectiveness Program: Elementary DOCUMENT RESUME 2D 119 142 CS 002 451 TITLE Reading Effectiveness Program: Elementary School Guide. INSTITUTION Indiana State Dept. of Public Instruction, Indianapolis. Div. of Reading Effectiveness. PUB DATE 74 NOTE 214p.; For related document see CS002452; Figures 2-4 may have poor reproducibility EDRS PRICE MF-$0.83 HC-$11.37 Plus Postage DESCRIPTORS Affective Objectives; Auditory Discrimination; *Beginning Reading; Elementary Education; Grouping (Instructional Purposes); Listening" Comprehension; Oral Expression; Phonics; Reading Comprehension; *Reading Instruction; *Reading Interests; *Reading Programs; *Reading Readiness; Study Skills; Visual Discrimination; Word Recognition IDENTIFIERS Indiana ABSTRACT Specific reading program objectives are included in this guide in the areas of prereading; word recognition; comprehension; study skills; and attitudes, interests, and values. Methods of determining reading ability by diagnosis and methods for estimating reading potential are discussed. Factors involved in early reading experiences which are discussed are auditory discrimination, visual discrimination, and the use of picture books and easy reading books. Approaches to reading instruction which are analyzed are the basal approach, the language experience approach, the individualized approach, the linguistic approach, the programmed approach, orthographic variations, the intensive phonics approach, and multi-media approaches. Suggestions are given on how to develop word recognition,- comprehension, and study skills. The affective dimension ofwreading is carefully considered. Methods for developing and assessing children's interests and attitudes are explained. Also included are sections on program organization and evaluation. (MKM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources.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 (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 OFNEALTN. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCE° EXACTLY AS RECEIVED FROM THE PEKSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT 'NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY reading effectiveness program/elementary school guide Indiana Department of Public Instruction Harold H. Negley, Superintendent 1974 2 The Goal of Reading Instruction Our Plan of Action for a State Reading Effectiveness Program is based on several almost self-evident propositions, including the following: 1. All individuals in a democratic society must have the opportunity to become functionally literate. The task of teaching individuals to read is a shared social responsibility. 2.Each individualisa unique person, has his own rate of growth and is affected by sociocultural determinates. Educational institutions have the Kime responsibility for producing functionally literate individuals, but all institutions share in this responsibility. 3.Since reading is an integral aspect of learning, reading instruction must be a continuous process. Given an effective, individualized program, based upon multiple approaches in method, adults and children can learn to read. 4.At all levels of learning, each teacher must recognize the role of reading in his field and provide needed assistance. We are enthusiastic about an effort which will mobilize the total resources available to a state to achieve a specific goal. But this program cannot succeed without the enthusiastic support of educators who are in daily contact with the children who need the help. I pledge my help. I can be of assistance in mobilizing public support and in increasing available state resources. The real job, however, must be performed on a school-by-school, child-by-child basis. We ask educators, parents, boards of education, the public, to join us in this crusade. If a partnership of parents and educators is forged that succeeds in solving this basic problem of reading, the children of Indiana will be assured the tools necessary to achieve a productive, satisfying life. Harold H. Negley, Superintendent iii 3 Foreword Education, as probably never before, has assumed added dimensions and relevance in a world of constant flux and change. Leaders and practitioners within the field have long since forsaken the notion that the educational environ is an isolate unto itself. What once was considered "Buck Rogers" fiction has rapidly evolved into a somewhat frightening reality an ever-shrinking, computerized, mechanized world. As such, educators are charged with the arduous task of maximizing the learning potential of each individual, of reaching what was once thought to be an unknown quantity the self-actualization of each learner. The program materials to follow are such an attempt. The concepts and activities presented are representative of a combination of methodologies and approaches which hopefully will lead to a keener understanding of those qualities necessary for effective educational leadership. Barbara Pashos, Director Division of Reading Effectiveness Department of Public Instruction v 4. Contents Introduction 3 Section IObjectives 7 1.Reading Program Objectives 7 Section IINeeds Assessment 21 2.Student Performance 23 3.Reading Potential 29 4.Survey of Personnel 33 Section IIIEarly Reading Experiences 45 5. The Child Who Enters Kindergarten 47 6.Auditory Discrimination, Visual Discrimination and Learning Letter Names 51 7.Early Reading Literary Experiences 55 Section IV Instructional Methods and Materials 63 8.Approaches to Reading Instruction 63 9.Word Recognition 65 10.Comprehension 95 11.Study Skills 117 12.Reading in the Content Areas 123 Section VAffective Dimension of Reading 131 13.Overview, Objectives and Guidelines for Affective Dimensions of Reading 131 14.Assessing Children's Reading Attitudes and Interests 135 15.Developing Attitudes and Interests: Strategies and Techniques 143 16.Developing a Literature Program 153 17.Resources for Developing Attitudes and Interests 157 Section VIOrganization for Reading 183 18.Administrative Organiiation 185 19.Classroom Organization 187 Section VIIManagement and Evaluation of the Reading Program 213 20.Program Monitoring and Record Maintenance 213 21.Evaluation of Students' Reading Abilities and the Total Reading Program 225 Glossary of Reading Terms 231 Publishers' Addresses 239 vii 5 Introduction Amid the increasing pressures for accountability, continuous progress and fail safe programs, it is an accepted proposition that every individual has the "Right to Read." In order for today's classroom teacher to effectively respond to these demands, he must have available resources and guidance in developing teaching strategies. The purpose of this guide is to provide such resources and guidance. The ideas and suggestions presented are intended to augment rather than displace the teacher's present reservoir of materials and resources. 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 plannedmanner. Such planning requires a variety of tools and techniquestools such as assessment instruments, teaching materials, record andsport forms; techniques such as teaching methods for the various reading program objectives; 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 systemsmay 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 elementary 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 increase. The Indiana concept of what effective reading instruction should be relies heavilyon the creativity and the unique characteristics of local school communities implementing the State Criteria for Excellence reading model. Thus, foremost concentration ison a variety of teaching/learning strategies and designs to fit individual needs and interests. The loose-leaf notebookwas purposefully chosen for the Elementary Curriculum Guide because it lends itself to the flexibility and adaptability
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