Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study Page: 79
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79
non-existent. Actually, diagnostic-prescriptive reading
instruction, based on the idea that individual strengths
and weaknesses of students are identified and appropriate
instruction is given, depending upon the findings (Cheek &
Cheek, 198 3), is inherent in the individualized approaches
just discussed (Marcetti, 1978; Whitfield & Dickey, 1980;
Bell, 1981).
It could probably be argued, as in the case of indivi-
dualized reading, that diagnostic-prescriptive reading
instruction is not an approach to teaching reading but an
organizational system. According to Cheek and Cheek (1983),
a variety of materials and teaching techniques can be used
in prescriptive instruction. Therefore, methods of teaching
reading previously discussed could be used to facilitate
the diagnostic-prescriptive organizational plan. In fact,
Cheek and Cheek strongly recommend the guided reading ap-
proach, which Pelosi (1982) considers to be one of the
major remedial techniques, as probably the best method for
providing remedial instruction.
Much of the current literature reviewed for this
study merely described strategies or techniques of in-
struction without supplying empirical data to support their
effectiveness. According to Criscuolo (1979a), "it is
essential that concrete results and promising instructional
strategies be examined and used whenever feasibly in
shaping effective reading programs in the secondary school"
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Jennings, Frances D. (Frances Ditto). Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study, dissertation, May 1984; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc331522/m1/87/: accessed April 25, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .