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Implementing Diagnostic/Prescriptive Reading Innovations1

The diagnostic/prescriptive approach to reading instruction is currently being advanced as an effective means of improving reading achievement in schools across the country. The basic idea of this approach is to rationalize the teaching of reading by providing teachers with a hierarchical sequence of well-defined reading skills around which to organize their reading instructional program. Reading experts differ on what this sequence of reading skills should be, but, in general, the skill hierarchies that have been developed specify that teachers should begin with simple reading readiness skills and build progressively up to more advanced vocabulary, word analysis, and comprehension tasks. Once some hierarchy of skills is selected, the diagnostic/prescriptive approach involves specifying diagnostic tests for each skill in the hierarchy, administering these tests to children to diagnose their reading skill deficiencies, and finally prescribing specific reading activities to children on an individual basis based on the results of these tests. Theoretically, the diagnostic/prescriptive approach leads to reading improvement through logical ordering and individualization of the sequence of reading activities presented to students.