A large body of research literature is made available through this bibliography to teachers, administrators, and others who are concerned with school reading programs. It contains citations and annotations for research reports on four general aspects: school organization, classroom organization, administrative and supervisory policies, and organization and administration of special school programs and services. The effects of various types of school organization on reading are studied in documents included in Part 1. Class grouping methods and utilization plans are the focus of some of these documents. Specific means of ordering instruction within a classroom are discussed in documents in Part 2. Individual and innovative plans are often compared to other more traditional procedures. Part 3 contains studies of policies and practices determining such school-wide concerns as class and curriculum scheduling, enrollment, and teacher qualifications and supervision. New and proven special programs designed for specific age and ability groups are the subject of documents in Part 4. Included are summer school and correspondence programs. The studies cover the years 1950 to 1969 and were taken from ERIC/CRIER's data base. A description of the basic references that compose this data base and a list of ERIC /CRIER publications are included.

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