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A summary of the results of fieldwork designed to examine the six diagnostic/prescriptive reading projects in local school districts. Data were collected through interviews with persons involved in the projects. Criteria for choosing the six projects were that they should have (1) well-defined reading skills as a guide for teachers; (2) diagnostic testing of student achievement; (3) individualization of reading activities; and (4) other changes, such as a total approach to reading improvement. The program required teachers to diagnose students' reading needs on an individual basis; assign students to separate groups according to reading need; select instructional activities for each group; and re-form groups as progress was made. Observations suggest (1) success is usually greater at primary levels; (2) behavioral-change demands on teachers require substantial extra resources to implement and continue; (3) teachers cannot or will not easily assimilate behavioral changes required; and (4) teachers will not often perform permanent extra work demanded, so that auxiliary means are needed. 16 pp.

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