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Thank you for choosing this Reading Champs Instructional Handbook (this publication). The information contained within this and other publications within this series is intended to provide a schema for sequential development of the basic skills necessary to succeed in learning to read--at any age. Each individual handbook presents a highly-focused view on a specific topic.

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Reading Levels are significant. Students become frustrated when they are trying to read materials that are too hard for their current skill levels. However, if your student shows an interest in a subject, it might be appropriate to go ahead with the material; just provide more assistance.

As an informal measure, ask your student to put down one finger on the page each time there is an unknown word: and after five fingers, select another book. This is easy (and--no surprise--it is called Mrs. Words' five finger technique).

Reading proficiency assessment, whether formal or informal, is definable in three levels. The most advanced ot these is the independent level, the level at which the student can function alone. The next is the instructional level at which the student works under supervision in word recognition or comprehension  with assistance; the level is neither too easy or too difficult. At the frustration level, the student may lack motivation and be frustrated by his or her lack of success.

When working at the independent level, minor errors and difficulties can be expected but should be minimal. At the instructional and frustration levels, miscues are readily apparent. This instructional handbook deals with these problems and provides some quick tips for intervention and correction.

CSML-034 / 090620