Discusses the training of teachers, who will be able to create humanistic learning environments committed to mainstreaming (allowing the child to move in an individually prescribed program), within an individualized environment--the Humanizing, Individualizing, and Personalizing Program at the University of Missouri at Columbia. (JM)

Notes the continuing shortcomings of reading research, in spite of the best efforts of many able persons. Theorizes on the reasons for these failures. (FL)

Suggests that the teaching staff must play a major part in the evaluation of a school reading program and outlines a program for implementing this idea. Contains a scale for program evaluation. (FL)

Provides selected quotations about reading from great writers of the past (MKM)

Points out that the reading customs and routines that are established in younger life continue, for the most part, into retirement years. Argues that reading teachers should examine their daily reading activities in light of what they are doing to prepare readers of the future. (FL)

Suggests that reading specialists can be the change agents needed to bring reading research information to teachers in a practical manner. (MKM)

Presents information gathered from teachers regarding diagnostic and corrective reading instruction. Finds current practices consistent with the increasing number of competency-based curricula. Notes that assessment instruments and instructional materials which reflect interactive reading processes are not readily available. (RS)

Discusses the pros and cons of traditional vs. non-traditional teaching methods. Explores non-traditional methods such as whole language, student developed materials, combining writing with reading, informal testing, teacher collaboration, and professional education and development. (MG)