Margaret J. Early

What Does Research in Reading Reveal--About Successful Reading Programs?.

indication is that publishers are putting out more materials for secondary reading classes. (See Thomas Devines article in this series.) The last decade has seen the publication olf at least four professional textbooks on reading in the secondary school (6, 43, 50, 47), two books of readings (86, 36), and several monographs (21, 40, 64). The International Reading Association has added to its publications a periodical for teachers of secondary, college, and adult reading; descriptions of junior and senior high school reading programs appear in almost every issue. Culling the annual proceedings of the International Reading Association for 1960-1966, Summers listed 180 articles related to secondary reading, twenty of them offering descriptions of programs in practice or recommending procedures for setting up such programs (74). In 1967, Dawson compiled from all IRA publications a volume of forty-three articles under the title Developing High School Reading Programs (14). For the first time, the Review of Educational Research in April 1967, devoted a chapter exclusively to reading in the secondary school, in which the author estimated that approximately one-fourth to o e-fifth of the total research reported for all levels during the three-year period (1963-66) was related to secondary reading. Only a fraction of the studies summarized in this review by Summers could be justified as research on reading programs, however (75). Further evidence of growth in secondary reading instruction can be found in the number of NDEA Institutes for