Concludes that direct instruction and practice in following directions increase students' task performance ability and stresses the need to use intrinsically motivating materials in language arts developmental skills programs. Tables and bibliography. (RW)

Recommends extensive cooperation between librarians and teachers to stimulate students to become enthusiastic readers and suggests ways in which the librarian can make the library program more effective. Bibliography. (RW)

Suggests that a molar view of classroom reading instruction be employed to discover factors in the students and the system which lead to reading success and failure. The molar view also is seen to generate research hypotheses for instructional improvement. Bibliography. (RW)

Shows that a score obtained on a retest using the reading reinforced technique gives a useful measure of reading capacity and apparently provides a successful method of screening students for reading programs. Tables, graphs, and bibliography. ( RW)

Points out that many students with reading problems are categorized as dyslexic" or minimally brain damaged," while little attention is paid to techniques needed to remediate the difficulty, and stresses the need for operational definitions. (RW)

Discusses the value of clear objectives in assessing student needs, monitoring teaching procedures, monitoring student growth, and determining mastery. Table and bibliography. (RW)