REPORT R ESUMES - Education Resources Information Center

REPORT R ESUMES

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THE TEACHING OF READING, A REPORT OF A STUDY CONDUCTED DY THE

CURRICULUM COMMITTEE OF THE MINNEAPOLIS CITIZENS COMMITTEE ON

PUBLIC EDUCATION, JUNE, 1966.

DY- WITTCOFF, HAROLD AND OTHERS

MINNEAPOLIS CITIZENS COMM. ON PUS. EDUC., MINN.

PUB DATE JUN 66

EDRS PRICE MF40.27 HC -$7.24

181P.

DESCRIPTORS- *READING INSTRUCTION, INITIAL TEACHING ALPHABET, PHONICS, CULTURAL DISADVANTAGEMENT, MENTALLY HANDICAPPED, PROGRAMED INSTRUCTION, REMEDIAL INSTRUCTION, *ELEMENTARY GRADES, LANGUAGE ENRICHMENT, *DEGINNING READING, READING READINESS, PARENT RESPONSIBILITY, PARENT INFLUENCE, INDIVIDUAL INSTRUCTION, MINNEAPOLIS

THIS COMPILATION or REPORTS, DISCUSSIONS, AND REVIEWS OF SPECIFIC METHODS OF TEACHING READING IN THE ELEMENTARY GRADES INCLUDES A DESCRIPTION OF THE READING PROGRAM IN MINNEAPOLIS. THE METHODS INCLUDED IN THE REPORT ARE THE PHONIC-FIRST METHOD, THE USE OF BASAL READERS, THE LINGUISTIC APPROACH, THE INITIAL TEACHING ALPHABET, THE LANGUAGE - EXPERIENCE APPROACH, THE PROGRAMED READING APPROACH, AND INDIVIDUALIZED READING. OTHER TOPICS COVERED INCLUDE READING READINESS, PARENT READINESS, AND TEACHING THE CULTURALLY DISADVANTAGED, THE MENTALLY RETARDED, THE CRAIN-INJURED, AND THE GIFTED CHTLD. (RH)

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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

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THE TEACHING OF READING

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A study by the CURRICULUM COMMITTEE of the

Minneapolis Citizens Committee on Public Education

June 1966

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THE TEACHING OF READING

A Report of a Study Conducted by the Curriculum

Committee of the Minneapolis Citizens Committee on Public Education

June, 1966

Published

by

the

Minneapolis Citizens Committee on Public Education

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******************************************************* THIS REPORT IS DEDICATED TO ALL PARENTS WHO ARE

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4 TRYING TO LEARN AND UNDERSTAND THE MAGNITUDE OF 4

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4 THE PROBLEM OF TEACHING READING. IT IS DEDICATED 4

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*: ALSO TO THE CLASSROOM TEACHERS WHO MAKE THE MAJOR *

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i CONTRIBUTION TO THE SUCCESSFUL TEACHING OF

:

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4 READING.

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