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With good sequence in reading achievement on the primary grade levels, pupils should be increasingly ready to attain well on the intermediate levels of instruction. Textbooks (basals) in reading need to be selected with great care so that they are on the reading level of involved pupils, not the frustrational nor the too easy to read level. Enough library books should be placed in the classroom interest center to meet interest and ability needs of pupils. Pupils should do much writing which relates to the reading of the basal text and library books. Pupils need to achieve rich and diverse listening, speaking, reading, and writing vocabularies. There are numerous learning opportunities for pupils to develop each vocabulary. The spelling curriculum should be aligned as much as possible with writing activities. There needs to be a continual emphasis placed upon reading with its vocabulary and knowledge to be developed as well as skills to become independent readers. Ideas from the past which are still important today are: (1) sequence in reading instruction whereby the individual class levels stated what pupils are to learn and when; and (2) individual differences among pupils were provided for with individual promotion from one class level to the next. What is important in reading is that the interests and abilities of pupils are matched with the right reading materials so that the pupil may achieve as optimally as possible. (RS)

Descriptors: Classroom Techniques, Instructional Improvement, Instructional Innovation, Intermediate Grades, Reading Improvement, Reading Instruction, Reading Material Selection, Reading Skills, Reading Writing Relationship, Spelling, Vocabulary Development

Autor: Ediger, Marlow


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