APPROACHES TO INDIVIDUALIZED READING: A CHILD‐CENTERED HISTORICAL PERSPECTIVE

Abstract

Numerous approaches to individualized reading instruction have been used to accommodate differences in reading ability and development. Effective, child‐centered, individualized reading programs are guided by three principles. The desires, needs, and motives of each child are considered; individual abilities, interests, and instructional needs are addressed; and opportunities for social interaction are provided. The achievement of students using individualized approaches and the extent to which the programs have utilized child‐centered principles are discussed.