CHAPTER IX


 TECHNIQUES AND MATERIALS FOR THE INTERMEDIATE STAGE


 The big task at the intermediate stage is to develop fluency in
reading. By the time a person has attained this stage, he has devel-
oped a reading vocabulary of many thousands of words. He has been
introduced to most of the reading skills. Emphasis here is on widen-
ing reading experiences, advancing critical reading skills, stimulat-
ing the seeking of depth of meaning, improving speed of reading, and
enhancing the use of reading as a tool for further learning.

 Most people who attain this stage can struggle through mater-
ials written for literate adults. However, the struggle is so great
that reading in those materials is apt to be avoided. It is at this
stage that the student is given the extra help needed to make him
truly literate. Here,the students gain the polish needed for read-
ing newspapers with ease and enjoying magazines. Of course, stress
on study type reading is continued. This stress becomes specific as
a person becomes more expert in a vocation or profession. The
specificity of skills to employment and social-cultural setting
increases through the developmental stage.

 Teaching at this stage should be highly individualized. Students
should be encouraged to pursue special interests. They should gain
familiarity with library resources and be encouraged to bring to class
materials dealing with their interest areas.

 At this stage, students should participate in some large group,
small group, and individualized activities. Grouping should be flex-
ible and purposeful. Some grouping may be structured according to
reading grade level. Some may be set up to meet specific comprehen-
sion or vocabulary needs. And some grouping may be done for research
or interest purposes. Students should have experience in different
groups made up of different persons.

 The range of difference in reading ability is less at the inter-
mediate stage than at the introductory and elementary stages. The
difference between a person reading on the seventh grade level and one
reading on the eighth grade level is much less than that between a
person reading on the third grade level and one reading on the fourth
grade level. Thus, it is possible to make more effective use of
instruction aimed at the entire class as a group. It is also easier
to write things that the entire class can read profitably.

 The restriction of range at the intermediate stage makes it feas-
ible to consider the use of a package program involving mechanical aids.
One such program (E.D.L.) uses the Controlled Reader Jr. It comes well
supplied with filmed materials and is quite effective with individuals


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