Thirty eager faces - thirty individuals with unique needs, backgrounds, learning styles, interests, and experiences - thirty students who need reading instruction. Reading is an area of major instructional emphasis in elementary and middle school classrooms. However, because there is no one best method to teach reading, no best material, or no special "tricks" which eradicate these individual student differences, the classroom teacher must decide how to provide the best possible reading instruction to meet a multitude of needs. Some school districts have suggested that classroom teachers implement diagnostic-prescriptive reading instruction. Inservice sessions, workshops, and materials have been used to disseminate information about the idea, which is designed to assist teachers in better meeting various student needs in reading. Nevertheless, many basic questions remain, namely: What is diagnostic-prescriptive reading instruction? Why should it be implemented? How can the classroom teacher use diagnostic-prescriptive reading instruction with a class of thirty students? These questions are the focus of this article.
Cheek, E. H., & Collins Cheek, M. (1983). Diagnostic-Prescriptive Reading Instruction: What? Why? How?. Reading Horizons: A Journal of Literacy and Language Arts, 23 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol23/iss2/1