Diagnostic and Prescriptive Strategies Designed to Bring Back the Joy.

The diagnostic and prescriptive strategies presented in this paper are based on the assumption that reading is language, reading is understanding, reading is not an exact process, reading is responding, and reading is enjoyable. The principles of diagnosis based on these assumptions are that diagnosis will be based on the goals of the reading program, will be a on-going process, will be combined with instruction into diagnostic teaching, will be concentrated on those aspects of reading that can be measured, will include a student's self-appraisal, wil evidence a concern for the student's "felt" needs, will include students' interests and attitudes, and will have a developmental emphasis. The diagnostic information needed includes basic skills as well as attitudes toward reading and reading interests. Sources for obtaining this information include a variety of group methods, such as administering standardized intelligence and achievement tests, and individual procedures, such as administering a miscue analysis inventory and holding individual conferences. Prescriptive strategies for bringing the joy of reading to students include making a wide variety of books available for student selection and scheduling a reading time in addition to skill instruction time. (MKM)