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Diagnosis is the heart of effective reading instruction. This educational tenet em bodies the expertise of the teacher to collect relevant data on pupils, to interpret and synthesize the data, and to prescribe appropriate instruction. One assumption underlying the traditional diagnostic-prescriptive model is that the teacher possesses techniques and materials to provide appropriate instruction. The primary focus of such an approach is on the pupil and little attention is given to teachers and their instructional programs. It is our contention that tantamount to diagnosis of the pupil is close scrutiny by teachers of their instructional practices. Teachers should be encouraged to concurrently evaluate their reading instructional program and diagnose its strengths and weaknesses as well as focusing on the pupil. The detection and correction of reading problems are depending not only on noting pupil's strengths and weaknesses, but are also reliant on the examination of the type and quality of instruction that can be provided by the reading teacher to meet the pupil's individual needs.

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