Discusses individualized reading instruction in the United States in its historical context. States that effective, child-centered, individualized reading programs are guided by three principles: the desires, needs, and motives of each child; individual abilities, interests, and instructional needs; and opportunities for social interaction. Points…

Presents an interview conducted in 1973 with Nila Banton Smith on the history of the International Reading Association. Describes her personal work habits and historical information on the founding of "The Reading Teacher" and the "Journal of Reading." (RS)

Discusses the historical background of content-area reading instruction from its origins in the early 1900s. Discusses problems in the integration of reading instruction in the content areas: (1) lack of preparation of preservice teachers; (2) little assigned reading in the content area textbook; and (3) resistance of preservice teachers. Notes…

Examines the word frequency studies that preceded the 1944 Thorndike-Lorge count and places those investigations in their broad, cultural perspective. Draws attention to the impact of the studies on knowledge about language and its development, educational curriculum and assessment, and methods of research. (MG)