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The Akron Public Schools

System Reading Program for Grades K-12

How I Found This Information:

I found this information in my practicum setting. The most important part of the information, however, is that I was able to see it actually being used in the classroom with hearing impaired students.


The Akron Public Schools are continuously working toward two basic goals in reading:

  1. Development of specific skills that will enable the pupil to read well independently
  2. Development of an enthusiastic and ever-broadening interest in reading.

Approach to Teaching These Goals:

The developmental approach to reading presently being used in the Akron schools selects the best of various approaches, methods and styles. It is diagnostically based and requires a high degree of individualized reading instruction. It has the following characteristics:

Word recognition tasks are whole or sentence tasks rather than activities in recognizing individual letters or parts of words. Contextual analysis is more often used for a word recognition clue than is letter-by-letter sounding-out procedure.

Parallel programs are provided in both word recognition and comprehension. Word recognition emphasizes the study of beginning sounds, consonant digraphs, and diphthongs and the use of context clues. Comprehension includes activities in noting details, in finding main ideas, in developing logical sequence skills, in using imagery and in promoting critical and interpretive reading.

There is systematic oral reading for diagnoses in beginning reading programs and regular periods of oral reading for diagnosis conducted for pupils experiencing word recognition difficulties in upper primary or intermediate grades.

Continuous diagnoses with immediate intervention of pupil skill deficiencies form the basis for the selection of instructional materials.

The materials chosen for instruction are compatible with the learning mode of the pupil to be instructed and provide a wide range of difficulty and interest.

The classroom teacher employs pupil-directed, pupil-corrected instructional materials to intensify reinforcement in specific skill areas.

Each pupil progresses at his own success rate.

The program is continuous and flexible. It is adjusted at each level to meet the varying pupil characteristics, abilities and reading needs.


Unique Qualities:

The Directed Reading Lesson:

The directed reading lesson suggests a procedure that encompasses a developmental reading experience conducted on a daily basis under the direct supervision of the teacher. It implies an organizational pattern for grouping a selection of appropriate instructional materials. It involves pupils in a child-centered activity and is aimed at accomplishing the objectives of the reading program.

The Directed Reading Lesson includes 7 steps:

  1. Readiness
  2. Introduction and development of vocabulary
  3. Guided reading
  4. Development of comprehension skills
  5. Enrichment
  6. Reading in content area
  7. Developing interest in reading

Modifications for the Hearing Impaired/Special Needs:

The same basic curriculum is used for the hearing impaired program. However, as stated in the approaches, each pupil progresses at his own rate. This is taken into consideration for the hearing impaired students as well as the regular education students. Also, the program is flexible and adjusted at each level to meet varying pupil needs. Finally, various diagnostic tests are used to determine any difficulties a child may have in reading. This is taken into consideration when choosing reading materials.

Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major