ERIC Number: ED119149
Record Type: RIE
Publication Date: 1975-Nov-8
Reference Count: 0
Criteria for Excellence: Teacher Performance.
Guszak, Frank J.
Diagnostic-prescriptive teachers have been proven to be the most effective in teaching reading, regardless of the method which they use. This paper contains a model developed by the University of Texas at Austin to use as a guide for reading teacher education. The diagnostic-prescriptive reading teacher: (1) Possesses a knowledge of the reading skills and their general sequence; (2) Realizes that the children in the classroom vary widely in their abilities to read and to learn; (3) Operates a program that is characterized by continuous, informal diagnosis of individual student attainments of the various reading skills, including knowledge of and use of the informal reading inventory; (4) Prescribes individual programs for individual students based upon the assessment of the most needed skills; and (5) Provides a program that reveals skills instruction tailored to individual needs. To reach this goal requires a high degree of development in terms of organization and management, which is stressed in the teacher education program. In-service teacher training programs are also being conducted using the program described. (MKM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Language Communications Conference (28th, Pittsburgh, Pennsylvania, November 8, 1975)