Publication Date


Document Type


First Advisor

Syverson, Genevieve B.||Grant, Eugene B.

Degree Name

M.S. (Master of Science)


School of Education




Problem: The purpose of this study was (1) to discover in current literature during the last decade, the techniques of individualized reading, (2) to discover the values of individualized reading, and (3) to discover the suspected weaknesses of individualized reading. Findings: The techniques of individualized reading seem to involve a large classroom library, self-selection of books by the children, a conference between each child and the teacher, a follow-up activity, and a reading skill program. The main values derive from the class personal relationship established by the individual conferences, the motivation for wider reading, and the psychological benefits obtained when a pupil reads at his own level and pace. The major shortcomings seem to stem from: a look of teacher-readiness and understanding of the program; an insufficient supply of good trade books plus the cost of these books; the time involved; the required amount of record keeping; the lack of public understanding and acceptance of this new approach; the lack of provision for readiness for reading the story; the lack of a sequential program of skill development, and the inability of some pupils to make intelligent choice of books. Conclusions: Both the opinions of reading authorities and research stress the need for an eclectic approach to reading instruction - the best features of both basal and individualized reading should be incorporated into the reading program. Research available shows that an individualized reading program does not produce better reading gains than a good basal reading program.


Includes bibliographical references.


vii, 83 pages




Northern Illinois University

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