ERIC Number: ED174944
Record Type: RIE
Publication Date: 1977-Nov
Reference Count: 0
Research in Education; Volume 10, Number 1, November, 1977. Reading and the Elementary School Principal.
As the instructional leaders of the schools, principals have both the responsibility and the authority to bring about substantive improvements in their reading programs, their faculties, and ultimately in the reading achievement of the pupils in their charge. For this reason, they should seek constantly to upgrade their ability to supervise school reading programs. Principals can encourage effective reading instruction by being familiar with the strengths and weaknesses of the approaches most generally used to teach reading, including the directed reading lesson plan, the language experience approach, individualized reading, the sequential (systems) approach, and the eclectic approach that combines elements of the first four types. Administrative efforts in five specific areas also could produce positive changes in school reading instruction; these areas include improved teacher selection; improved supervision; more inservice training for teachers; more teacher participation in curriculum development and materials selection; and encouragement of teachers to improve their skills through workshops, conferences, and graduate study. (RL)
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Authoring Institution: Mississippi Univ., University. Bureau of Educational Research.
Note: Not available in paper copy due to marginal legibility of original document