same reading grade level. The groups will move along at different rates
and individuals within the groups will also move at different rates.
Flexibility will save money for the school and save time for the students.
When a student forges ahead of his group, he should be moved to another
group. If, for practical reasons, a student completes a stage and
cannot be put into a class at a higher stage,than instruction may be
given him through the use of individualized reading (discussed in a later
chapter) and through programmed materials. Remember that the purpose
in grouping for instruction is for increased efficiency in teaching
individuals. If one cannot deal effectively with the individuals in a
group, then there is no purpose served by such grouping.

 Though in most cases you will be teaching in a traditional box
 type classroom, you should be prepared to suggest a better educational
 facility. Where possible, the communications laboratory approach might
 be used. It might have 15 to 20 individual learning stations. It should
 also be so flexible that it can be arranged for whole class and group
 activities. The laboratory should contain materials that can be used
 for group instruction and for self-instruction. A bibliography of such
 materials is given in Chapter XI.

 Lock-step instruction will lock some students in a reading stage.
 Differentiated instruction with differentiated materials is a vital
 principle of good basic adult education.

 Research on the use of mass media (which does not permit differ-
 entiated instruction) indicates that non-differentiated teaching fails
 with many students. It is, therefore, very expensive in terms of the
 results obtained. Furthermore, it is objectionable to many adult read-
 ing failures because it is identified with their failure.

 The concept of reading stages and reading levels aids us in
providing instruction at the proper level according to the needs of the
student. It also helps us to conserve teacher and pupil time and
offers guidance in planning for the materials needed for literacy
classes. The concept should serve as a guideline for all teachers
engaged in adult basic education. Yet it must not lead to "lock-step
instruction."

 Lock-step administrative practices have no place in adult educa-
tion. Admission to literacy classes should be open at all times and
not depend upon any academic calendar. Since the classes for each stage
will generally contain students reading on several different grade
levels, and since the rate of progress will differ from student to
student, the classes should remain open to admit new students. These
will replace those who complete one stage and go on to another or will
replace those who have completed the final stage of the reading phase
of the program. Where the literacy training is part of a self-contained
adult basic education class, other flexible arrangements may be made.


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