mascn ccunty reading plan. instituticn mascn … county schools, maysville, ky. [6e] 37p. edes price...

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Mascn Ccunty Reading Plan.Mascn County Schools, Maysville, Ky.[6E]37p.

EDES Price ME-$0.25Grade 7, Grade 8, *Grade Crganizaticn,*Grouping (Instructional Purposes), GroupReading, Intermediate Grades, *ReadingInstruction, Supplementary BeadingMaterials

An organizational reading plan fcr grades4 through 8, based on the Joplin Plan for cross -gradegrcuping, was developed at an ESEA/Title III workshop by areading ccgmittee cf teachers from Mascn County, Kentucky.In this program, students are assigned tc interclassreading groups according to tested achievement,performance, and teacher judgment. Provisions fcr someflexibility of group assignments are made. Classes meet fora 1-hour period, 5 days a week. The repert card shows boththe child's assigned reading level (such as lcw-6) and acorresponding letter grade indicating the child'sachievement at that level rather than at the standardreading level cf his class placement. Suggesticns forparent involvement and criteria for evaluating the programare given. Supplementary instructional materials andprofessional backs are listed. (CM)

MASON COUNTY READING PLAN

#4141.

Grades 4-8

MASON COUNTYCsl

CDC)

MAYSVILLE, KENTUCKY

U. S. DEPARTMENT OF HEALTH, EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

MASON COUNTY READING PLAN

The contents of this booklet were pro-duced in a workshop February 10-17, 1968by the Reading Committee.

Consultants: Mrs. Mildred Chapman,Instructional Supervisor

Mrs. Margaret W. Cooper,Assistant SuperintendentHamilton County SchoolsChattanooga, Tennessee

DEDICATION

This booklet is dedicated to our super-intendent, Mr. Hubert Hume, whose visionand untiring efforts have made possiblethis endeavor to provide better educationalopportunity for the boys and girls of MasonCounty.

TRIBUTE TO MR. HUME

A job well done, our thanks to you.

J uly the first you'll be free0 ur gratitude, best wishes, too,B ecause you're our friend, you see.

W orking with you has been quite nice,E ach day you have done your bestL ive now without public advice,L et your roses grow, and rest.

D on't hide though, for we need you yetO ffer your help so we'll growN ever your goodness we'll forget,E xtra good luck wherever you go.

TABLE OF CONTENTS

Message from the Superintendent

Note from the Committee

Goals of Reading Plan

Philosophy

Brief History of Project

Description of Adopted Plan

Advantages of this Plan

Implementation of PlanOrientationProcedures

Parent Involvement

Providing for Continuing In-Service

Records, Reporting and Relating

Criteria for Evaluating a Reading Program

Suggested Supplementary Materials

Professional Book List

MESSAGE FROM THE SUPERINTENDENT

This booklet has been prepared andplaced in the hands of its readers as aguideline to be used in teaching childrento read according to their individual en-dowments for learning.

No two children are any more exactlyalike than any two snowflakes or sets offinger prints. This is true of their learningendowments, as well as their other attri-butes.

Because of these individual differencesin children, educators must provide teach-ing situations for all of the children where-by each one can advance in learning ac-cording to his own unique "built-in" re-sources for obtaining knowledge.

Believing that children must advancefrom the known to the unknown without in-terruptions and with a very minimum of ob-stacles, all who are responsible for thisbooklet believe that conventional grade-lines should be ignored in grouping chil-dren for teaching of reading.

Reading continues to lead all othermedia for obtaining knowledge.

Beginning in the fall of 1968, plans out-lined in this booklet, are scheduled to be im-plemented in grades four through eight inour existing five elementary schools.

Every administrator, teacher and par-ent is encouraged to work cooperativelyand in unison to successfully implementthis improvement in directing the learningprocess of our Mason County boys andgirls.

HUBERT HLTME, Superintendent

A Note from the Committee

We the members of the Title III Read-ing Committee are fully aware of the exist-ing need of an improved program of read-ing instruction in the Mason County SchoolSystem.

Experience shows that our children areat many different levels of reading maturi-ty, therefore, to provide for these levelsthrough a comprehensive reading programwe fully endorse the organization set forthin this handbook.

Signed:

Felici FeliceJennie D. RoeMarie DoranEunice WhalenLucille ThomasWanda J. GinnHubert HumeAlpha StraubJames H. PigmanMildred L. BaneMabel D. WorthingtonCharles Straub, Jr.William RyanCarl Coldiron

GOALS FOR READING INSTRUCTION

Ability to comprehend what is read: toget meaning from words, phrases, clauses,sentences, paragraphs and total stories.

Ability to apply reading skills: phonet-ic and structural analysis of words, contextand illustrationwlues; dictionary use.

Ability to adjust speed of reading to thematerial and purpose.

Ability to understand, appreciate andevaluate what is being read.

Ability to locate information; to use in-dex, table of contents, charts, maps, graphs,reference books, schedules and to handleforms such as application and government.

Ability to read for personal pleasureand the pleasure and information of othersin an audience situation.

Ability to interpret, organize and sum-marize what is read.

Ability to follow printed directions.

Recognition that reading is a continu-ing life time opportunity for improvementand the acquisition of new sk-lls.

PHILOSOPHY

We believe each child differs from oth-

I/

ai

er children in his physical, mental, emotion-al and social growth pattern and should beallowed to progress at the rate of speedthat best suits his capabilities in his read-ing, writing, and speech.

We believe to do this he must work upto his ability, but not under pressure, andthat he should be provided with a rich pro-gram of reading with children of his ownreading level rather than in a grade.

We believe he should be provided withcapable teachers and instructional mater-ials to give him the best opportunity to pro-gress in reading at his own rate.

A child's reading improvement shouldbe reflected by a corresponding achieve-ment in other areas of study. For this rea-son, reading should be closely entwinedwith the total instructional program.

HISTORY OF THEMASON COUNTY READING PROGRAM

The Mason County Reading Programwas made possible through the provisionsof Title III of the Elementary and Second-ary Education Act which was enacted byCongress in 1965.

In the fall of 1965 several school dis-tricts in Eastern Kentucky began discus-sions to determine if Title III activities could

r

best be undertaken on a cooperative basis.After much meeting and planning, it wasdecided that all school districts in an eigh-teen county area of Eastern Kentuckywould cooperate in attempting to solvesome of their common educational prob-lems.

The Eastern Kentucky Education De-velopment Corporation was formed to rep-resent these districts in all matters concern-ed with obtaining grants and conductingTitle III activities. A ten member board ofdirectors was chosen from among variousdistricts represented by the corporation.

The greater portion of 1966 was devot-ed to surveying district needs and develop-ing preliminary plans of action. A surveyquestionnaire was developed to aid in thaassessment of needs.

In the spring of 1967 the questionnairewas responded to by 105 parents, teachers,and administrators of Mason County. The

tresults indicated our most pressing needs tobe in the area of making more effective pro-visions for individual differences. A one .

week planning session by various MasonCounty teachers, administrators, and a con-sultant from Eastern Kentucky Universityresulted in the conclusion that individualdifferences might better be provided for i

through some method of cross-grade group- ,

ing for reading instruction.

-"]

t,

A group of five teachers were appoint-ed to do further research and study on therelative merits of various grouping plansemployed in other school systems of theUnited States. During the summer of 1967,these five teachers, along with representa-tives of several other school districts, partic-ipated in a five day workshop on planningfor cross-grade grouping in reading. Thisworkshop was conducted by two consult-ants, Mrs. Evelyn Orr and Mrs. MildredChapman, from. Hamilton County, Tennes-see, a school system in which cross-gradegrouping for reading had been carried onfor several years.

In October of 1967, a committee com-posed of the Superintendent, members ofthe board of education, and the five teach-er study group, visited various schools inHamilton County, Tennessee where theyobserved the cross-grade reading plan inactual operation.

During February of 1968 two consult-ants, Mrs. Mildred Champan, InstructionalSupervisor and Mrs. Margaret W. Cooper,Assistant Superintendent - Curriculum andInstruction, from Hamilton County Schoolsassisted the Reading Committee of MasonCounty in developing a plan for implem.en-tation of cross-grade grouping for readinginstruction. The plan, outlined in succeed-ing pages of his handbook, is to be put intooperation in Mason County during the 1968-69 school term.

DESCRIPTION OF THE PLAN

The Mason County New Reading Planis an organizational plan designed to giveconcentrated aid to all students in gradesfour through eight. The major objective ofthe plan is to equate each student's readingability with his mental capacity.

The plan employs enterciass groupingbased on reading needs irrespective ofgrade classification. Reading is taught atthe same hour, five days a week through-out the school. Students report to a par-ticular class with others reading at their lev-el. The levels taught are determined by thepupil's achievement and performance, plusteacher judgment. For example, studentsreading at the fourth grade level fromgrades four, five, six, seven and eight meetas one group for reading instruction; stu-dents readng at six grade level meet for in-struction at this particular level. In likemanner, pupils reading at other grade lev-els are grouped and instructed.

The range of reading achievement forany group depends upon the number ofteachers, number of students and needs ofthe students. Some groups have 12 to 16while others have 35 to 40 students. Group-ing is flexible e.g. students are moved fromone group to another If such is desirable forbetter progress and if the move fulfills therequirement set-up elsewhere in this hand-book. (See Steps I-VI).

ADVANTAGES OFTHE MASON COUNTY READING PLAN

For The Child:Provides opportunity for the child to ex-

perience reading success on his ability andinterest level.

Enhances pleasure and pride in thelearning process.

Eliminates pressure and frustration byproviding the child opportunity to progressat his own rate.

Motivates the child to relate and exer-cise reading skills in continuous learningand independent study.

Focuses on the needs, growth and de-velopment of the individual child.

Removes stigma of being behind inreading.

For The Teacher:Provides opportunity for understand-

ing goals and methods of reading instruc-tion by limiting the demands of multi-levelteaching.

Provides opportunity to relate hi-depthinstruction in specific skills such as word at-tack, comprehension, critical reading andlistening to the needs of individual pupils.

Provides incentive to perform at fullcapacity by allowing exercise of initiativein program determination and use of ma-terials.

Strengthens professional self conceptby establishing a definite reading assign-ment which allows the teachers to lookahead and plan constructively.

Encourages teachers to maintain aspirit of constant expectancy for improve-ment in current reading methods and tostay alert to changing processes.

For The Administration:Unifies the total staff in an effort to es-

tablish common goals conducive to growthand achievement.

Encourages flexibility in determiningand implementing organizational design ofthe school day.

Strengthens home-school relationshipby involving parents in the concern for in-dividual growth and development.

Affords the administrator full opportun-ity to assume the role of instructional lead-ership.

Demonstrates the working feasibility ofthe TEAM - CONCEPT (PARENTS - TEACH-ERS-ADMINISTRATORS-CHILD) in educa-tion.

IMPLEMENTATION OFTHE READING PLAN

Certain specific steps are necessary instarting any new plan of instruction. Thosedeemed essential are listed under a seriesof steps in both orientation and procedures:

Step I: Orientation

Secure and make available for all in-volved and / or interested administrativeand instructional personnel a Joplin Kit*containing filmstrips, records and descrip-tive manuals.

* "Joplin Plan Kit"Assistant Superintendent of Schools827 Pearl AvenueJoplin, Missouri Price: $44.50

Recommend that the Director of Read-ing become the key person responsible forthe coordination of the program.

Plan at least two faculty meetings tostudy the plan in the immediate future.

Organize intensive In-Service trainingfor those responsible for and connectedwith the program.

Stimulate and encourage personal re-search and study by teachers. Professionalmaterials lists are available in all schools

and the materials are available in theReading Center at Mason County HighSchool.

Step II: Determining Structure Of GradeGrouping

Following the Joplin Plan as a model,this program shall start at the fourth gradeand extend through grade eight. Regularteachers and the remedial reading teacherin each school will comprise the staff for im-plementation.

Step III: Determining And AcceptingTeacher Assignments

Individual teacher preference, as faras possible, plus combined faculty and ad-ministrative judgment shall determineteaching assignment each year. No place-ment is to be considered permanent or con-clusive as pupil group needs will vary fromyear to year and must always be consid-ered the single most significant factor of de-termination.

Step IV: Determining Pupil ReadingGroups

A. Test Results1. Achievement

-Stanford-California

2. Reading-Spache-Durrell-Gilmore-Gates-McGinitie

B. Teacher Judgment

C. Cumulative Record(Past Performance)

Step V: Timing And Scheduling

Daily: Five days a week

Time: First or second periodForty-five (45) minutes toone hour (1 hour).

Step VI: Providing For Flexibility

Continuous evaluation of read-ing groups with provisions formoving any pupil within the firstsix weeks, thereafter, changesmay occur at the end of each se-mester.

-In consideration of a pupil's ma-turity level, no pupil is to be ad-vanced more than one levelabove his grade placement.

t

'

PARENT INVOLVEMENT

The common interest and effort of par-ents and teachers are united in concern forthe growth and development of children.Any instruction plan which can be shown tohelp in this direction will enjoy a high de-gree of acceptance Mutual respect andunderstanding are the most important con,siderations in undertaking a new programsuch as the Mason County Reading Plan.From the onset, Community understandingand support must be sought. The followingprocedures are suggested as possibilities inenlisting community support:

I. Letter of Explanation to be sent topatrons throughout the system. (Suggestedsample follows.)

P.T.A. programs, panels and pres-entations.

III. Parent-Teacher and Parent-Princi-pal Conferences.

IV. Classroom Visitation.

V. Parent EvaLation: Instrument tobe devised, check list suggested.

if

Dear Parent,

Schools throughout our nation are con-cerned with providing a program to streng-then the reading ability of their pupils. Par-3nts, as well as teachers, are aware of thefact that a child's ability to do school worksatisfactorily is in most cases related to thechild's ability to read. After much studyand research, the Mason County SchoolSystem has decided upon a plan which wefeel is better for our boys and girls than anywe could undertake.

The name of our new plan is The Mas-on County Reading Plan. The plan will in-volve all students and teachers in gradesfour through eight. Individual needs inreading will be taken care of by groupingchildren according to reading achievement.

Since we know how interested you arein your child's progress, we would like toextend an invitation to you to come toschool to hear more about this program andsee it in action We hope to see you at our

next P.T.A. meeting on

when a panel of teach-ers will discuss the reading program.

Sincerely,

, Principal

REPORTING PUPIL PROGRESS

1. Reporting reading achievement:

a. Continue to use the present reportcards which are sent to parents periodical-ly.

b. There will be a designated placeon the card for the reading grade. Thespace provided will be for a letter gradeand the corresponding reading level. Forexample:

Reading: Level Letter GradeLow-6 A

Grades will be issued according toachievement on the pupil's reading leveland not according to the standard readinglevel of his class placement.

If the student is achieving up to hiscapacity, his mark may be high even if hislevel of reading is less than that of a moreable student. The latter might well be giv-en a low mark because his level of readingis higher and his reading performance isless in comparison with those in his group.

2. A card file will be kept in the princi-pars office.

a. A condensed reading record foreach pupil will be recorded on a 3x5 card.

b. The card record will contain thefollowing information:

Name of pupil: Age: Grade: School:

Classroom teacher:

Reading Level

Reading Teacher

Reading Grade 1st Quarter: Level,Letter Grade; 2nd Quarter: Level, LetterGrade; 3rd Quarter: Level, Letter Grade;4th Quarter: Level, Letter Grade.

Cummulative Record

A composite evaluation of a pupil'sachievement in reading will be availablefor future teachers and for the administra-tion. The cummulative record and periodicreports are to be filed in the pupil's folder.

Future Study for Reporting Progress

The Mason County Reading Commit-tee will continue to study the reporting sys-tem. Changes may be necessary as theprogram progresses.

CRITERIA FOR EVALUATINGTHE EXCELLENCE OF

THE READING PROGRAM

Any critical study of reading instruc-tion must include a survey of the total read-ing program in a school or system. There-fore, the following reading guide lines willbe used in Mason County to evaluate thereading program.

1. Chidren are taught on levels atwhich they can read successfully

2. The classroom is organized for ef-fective teaching

3. A variety of materials and equip-ment is used

4. Adequate attention given to skilldevelopment

5. Children not only learn the skills ofreading but also learn to enjoy reading

6. Attention is given both to oral andsilent reading

7. 1n-service training in development-al reading is provided for teacher

8. Reading records are available

9. The program provides for childrenof extreme disability and for the superior

reader

10. Parents are kept informed aboutthe reading program.

TITLE

SUPPLEMENTARY MATERIALS

AUTHOR

Torch lighter LibraryK-3. 44 Titles

Torchbearer Library IGr. 3-5. 37 Titles

Torchbearer Library IIGr. 4-6. 34 Titles

Various

Various

Various

The Human Values Series: Arnspiger, BrillValues To Learn (Gr. 4) & RuckerValues To Share (Gr. 5)Values To Live By (Gr. 6)

Specimen SetsDurrell-Sullivan ReadingAchievement Test. (Int. test Form A-Grade 3-6) with directions for ad-ministering, scoring & Answer Key.

Specimen Sets-Advanced (Gr. 7-9)

PUBLISHER PRICE

Harper & Row $59.502500 CrawfordEvanston, Ill. 60201

same 59.50

same 59.50

Steck-Vaughn4.524.524.52

World Book Co. .75Yonkers on HudsonNew York, N. Y.

same .75

E.

TITLE


AUTHOR PUBLISHER

My Reading Design, withdirections & answer key

Form A (Gr. 1-3)Form B (Gr. 4-6)Form C (Gr. 7-9)

McCall-Crabbs Standard Test Wm. McCallLessons in Reading

Laughable Limericks

Webster ClassroomReading Clinic

Reader's Digest Skill BuildersGrades 1-6

Compiled by Sara& John Brewton

Reading Circle, Inc.North Manchester, Ind.

Teachers' College PressColumbia Univ., N.Y.

Thomas Y. Crowell, Co.201 Park Ave., So.New York, N. Y.

Webster Division,McGraw-HillSt. Louis, Mo. 63126

Reader's Digest Service, Inc.Educational DivisionPleasantville, N. Y.

PRICE

.10per copy

2.50

3.75

57.50

.69 ea.


TULE AUTHOR PUBLISHER PRICE

Springboards: at 20c ea. Various Portal Press Inc.The Big Game 369 Lexington Ave.Helen Wants a Summer Job New York, N.Y. 10017Luis the Good CitizenMara Stops a ThiefMy Job was Taken by a ButtonNick and the GangCivil Rights

4

Sunday Morning at Pearl HarborDoctor DanDoctor in PetticoatsThe Man who put America on WheelsThe Tough Little ScientistBaseball Goes IndoorsDriving for SpeedGertrude Eder le Defies the ChannelHelen Writes to Al in the ArmyHelen Writes to Joan about her PartyMike Writes to Johnny about a FightNick Writes to Pete About the Football Game

20c each

1.

TITLE AUTHOR PUBLISHER PRICE

Teen Age Tales: D. C. Heath & Co.Book C Heavey, Stewart 670 Miami Cir. N.E., 3.20Book 1 Strang, Roberts Atlanta, Ga. 30324 3.16Book 2 Strang, Roberts 3.161

Kin/der Owl Set Bill Martin, Jr. Holt, Rinehart & 34.95(20 books) #4592408 Bill & Barnard Winston, Inc.Arith., Lit., Social MartinStudies, Science, Lang.

Merrill Set: Charles E. MerrillSeesaw, Primer Jacobs, Turner 1300 Alum Creek Dr. 1.56Merry-Go-Round Gr. 1 Jacobs, Turner Columbus, Ohio 1.92Happiness Hill, Gr. 2 Jacobs, Turner 2.07Treat Shop, Gr. 3 Jacobs, Turner 2.16Magic Carpet, Gr. 4 Jacobs, Turner 2.28Enchanted Isles, Gr. 5 Jacobs, Turner 2.34Adventure Lands, Gr. 6

Merrill Linguistic ReadersJacobs, Turner

same

2.40

Reader #6 1.95Skills Book for #6 .60

Daily Subscription to Newspaper Local

TITLE


AUTHOR PUBLISHER PRICE

Selected Paperbacks:Billy BuddThe Red Badge of CourageGolden TrailsThe Turn of the Screw

ReferenceFaster Reading Made EasyThe Feel of the RoadHow to Build a Better VocabularyWebster's New World Dictionary of the

American LanguageReligion

The Miracle of LourdesModern Fiction

Bethel MerridayThe Lillies of the FieldThe Master of BallantraeThe Singing NunA Tree Grows in Brooklyn

Travel and True AdventureAnnapurna

Various Education Book DivisionPopular Library Inc.355 Lexington Ave.New York, N. Y. 10017

.40

.40

.40

.75

.60

.50

.50

.75

.75

.40.50.60.75

.50

TITLE


AUTHOR

Selected Paperbacks: (cont.)Cooking and Dieting

Toll House Cook Book

Social StudiesThe Wounded Don't Cry

Biography and AutobiographyIan Fleming: The Spy Who Came In With The GoldLyndon B. Johnson: Man. And PresidentThe Personal Story of Lynda & Luci Johnson

Political Science, Government & World AffairsThe Warren Commission Report On The Assassination

of John F. KennedySRA Reading Laboratory Kits

Various Levels

Phonovisual Wall Charts(Consonant)(Vowel)

Webster's: The New Collegiate Dictionary

PUBLISHER

Education Book DivisionPopular Library Inc.355 Lexingon Ave.rew York, N. Y. 10017

Science Research Asso.259 E. Erie St.Chicago, Ill. 60611Phonovisual Products Co.Box 5625Washington, D.C.G. C. Merriam Co.47 Federal St.Springfield, Mass. 01101


TITLE AUTHOR

Selected Paperbacks: (cont.)Short Stories, Essays, Anthologies & Collections

Above and BeyondThe Adventures of Sherlock HolmesEllery Queen's Double DozenNational Book Award ReaderReader's Choice TreasuryStrange PeopleA Treasury of Great Ghost Stories

Leisure ReadingThe Haunting of Hill HouseI SpyMasterstrokeThe MonkeesRamrodTammy in RomeTammy Tell Me TrueTo Catch An AngelYoung Love

PUBLISHER

Education Book DivisionPopular Library Inc.355 Lexington Ave.New York, N. Y. 10017

PROFESSIONAL BOOK LIST


Teaching Reading: Walter Barbe Oxford University Press $4.00

Selected Materials 417 Fifth Ave.New York, N. Y.

Reading Instruction For Ni la Banton Smith Prentice-Hall, Inc. 8.25

Today's Children Box 500Englewood Cliffs, New Jersey

The Improvement of Reading Ruth Strang, et al McGraw-Hill Co. 7.50

(Third Edition) 330 W. 42nd St.New York, N. Y.

Teacher's Guide for Kottmeyer McGraw-Hill Co. 4.96

Remedial Reading Webster Division1154 Reco Ave.St. Louis, Missouri 63126

Teaching the Retarded Stella Cohn Odyssey Press 1.95

Reader 55 Fifth Ave.New York, N. Y.

Durrell Analysis of Reading Donald Durrell World Book Co. 4.60Difficulties_Examiners Kits Yonkers on Hudson

New York, N. Y.

TITLE


AUTHOR

Teaching the Child to Bond & WagnerRead

Why Johnny Can't Read Flesh, Rudolpfand What You Can Do About It

How to Increase ReadingAbility

Reading Problems andProblem Readers

Remedial Reading

Albert Harris

,Pollack & Piekarz

Woolf & Woolf

On Their Own in Reading Gray

A Place To Start Roy A. Kress(A graded Bibliography for children withreading difficulties)

PUBLISHER

.4.111*, 0+0

PRICE

MacMillan Co.

Harper and Row PublishersNew York, N. Y.

Longmans, Green & Co.New York, N. Y.

David McKay Co.New York, N. Y.

McGraw-Hill

Scott, Foresman & Co.

The Reading CenterSyracuse University508 University PlaceSyracuse, N. Y. 13210

5.00

.`"

TITLE AUTHOR PUBLISHER PRICE'

Toward a Theory Jerome Bruner Harvard University Press $3.9579 Garden St.Cambridge, 38, Mass.

Education in Depressed Areas Passow, Editor Bureau of Publication 2.50Teachers' College,Columbia University,New York, N. Y.

Teaching in the Slum School Robert D. Strom Charles Merrill Books 1.951300 Alum Creek Dr.Columbus, Ohio 43216

The Slow Learner in the Newell Kephart same 5.65Classroom

Let's Read Bloomfield-Barnhart Wayne State. University Press 7.50*A Linguistic Approach Detroit, Michigan 4

Children and Books May Hill Arbuthnot Scott, Foresman & Co. 9.75Third Edition 3145 Piedmont Rd. N.E.

Atlanta, Ga. 30305

Children Learn To Read David Russell Ginn.& Company

*.



Slums and Suburbs Conant McGraw-Hill $1.95680 Forrest Rd., E.Atlanta, Ga. 30312

Compensatory Education For Blom-Davis-Hess Holt, Rinehart & Winston 1.75Cultural Deprivation 383 Madison Ave.

New York, N. Y. 10017

Fact and Fiction about Phonics Roma Gans Bobbs-Merrill 1.251720 E. 38th St.Indianapolis 6, Indiana

Readings in the Language Arts Anderson, Ballantine,Howes

MacMillan Co.1325 Spring St. N.W.

3.56

Atlanta, Ga. 30309

The Process of Education Jerome Bruner Vantage Press 1.35120 W. 31st St.New York, N. Y.

Reading in the Elementary George Spache Allyn & Bacon 7.50School 695 Miami Circle, N.E.

Atlanta, Ga. 30324

TITLE


AUTHOR PUBLISHER PRICE

Good Reading For ThePoor Readers

George Spache

Fare For The Reluctant Reader Bernice BushCompiled by: Dunn,Jackman & Newton

Guidebook for the VolunteerReading Teacher

Reading Aids Throughthe Grades

This is Reading

Common Sense in TeachingReading

Lenore Sleisenger

David Russell

Frank Jennings

Roma Gans

Garrard Publishing Co. 3.0016-7 N. Market St.Champaign, Ill. 61820

Capital Area Development Association 3.00State University CollegeAlbany, N. Y.

Teachers' College PressColumbia University,New York, N. Y.

1.25

same 1.50

same 4:25

Bobbs-Merrill Co. 6.001720 E. 28th St.Indianapolis 6, Indiana

4

TITLE


AUTHOR PUBLISHER

Perspectives in Reading. 8 volumes @ $2.50 each IRACollege-Adult Reading Instruction Box 695

Reading Instruction in Secondary Schools Newark, Delaware 19711

Children, Books and Reading

Developing Study Skills in Secondary SchoolsFirst Grade Reading ProgramCorrective Reading in the High School ClassroomCorrective Reading in the Elementary ClassroomThe Evaluation of Children's Reading Achievement.

PRICE

20.00

set

mascn ccunty reading plan. instituticn mascn … county schools, maysville, ky. [6e] 37p. edes price...

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