Intended as a theoretical and practical step-by-step guide to the implementation of organized reading programs, the ten chapters in this book address issues that have hindered managed program implementation and suggest ways that classroom teachers can help students extend their basic skills through diagnostically planned learning tasks. The chapters provide information on the following topics: the underlying constructs of classroom organization; six factors that are important in establishing and maintaining an effectively organized classroom; characteristics of effectively organized elementary school and secondary school reading programs; a design for planning a managed, individualized classroom; initial assessment for individualization; continuous assessment of instructional needs in reading; record keeping for effective reading instruction; how to eliminate stumbling blocks to organizational change; and how to assess the components of a managed curriculum. (FL)Mathew emphasized to the teachers that placement of a child on any scope and sequence of skills chart should be determined by reading level and not by grade level. If a child reads at the fourth grade level and is in the first grade, he shouldanbsp;...
|Title||:||Making Reading Possible Through Effective Classroom Management|