A discussion of how project management techniques may be employed by educators to improve reading instruction. (HB)

An examination of the current state of the art of relating the systems approach to the teaching of reading. Both theoretical and practical aspects are considered. (Author)

A discussion of how educational technologists work with reading specialists and learning theorists to design reading programs and curricula. (Author)

Author appraises reading programs using computer assisted instruction effectively and looks at their advantages. (HB)

A discussion of the computer-assisted instruction program in initial reading at Stanford University. The program consists of eight parts or strands that help the students learn the alphabet, a sight-word vocabulary of 700 words, spelling patterns within words, phonetic structures and comprehension of semantic categories and sentences. (Author)

A discussion of a project concerned with the development of a comprehensive instructional management system, including development work on the banking'' of a new system of objectives in reading instruction. (Author/HB)

A discussion of television as a technological device used to teach reading both inside and outside of the classroom. (Author/HB)

Some practical suggestions on how educational technology can help the classroom teacher who teaches reading. (HB)

A list of ERIC documents, with abstracts, on reading and technology. (HB)

The purpose of this article is to clarify some concepts integral to the application of systems theory, and to show how its use may result in humanized education. (Author)

Article describes the systems for instructional materials development for medical education at the Medical Center, University of Illinois. (HB)

Most colleges and universities cannot afford the research and development approach to improving instruction. This article argues that a more modest approach is defensible and necessary to bridge the gap between reserach and development centers and college teachers. (Author)

Article describes a method to effectively organize new courses of instruction or reorganize existing courses of instruction in higher education. (Author/HB)

Author argues that individual assessment of the students learning style should precede the decision of which teaching method is appropriate. He applies the medical terminology of diagnosis-prescription to this method of instructional development for management. (HB)