BOOK REPORTS--PRACTICES AND RECOMMENDATIONS.

A PROJECT WHOSE AIM WAS TO DEVELOP BOOK-REPORTING PROCEDURES WHICH WOULD EFFECTIVELY STIMULATE AND ENCOURAGE WIDE INDEPENDENT READING AND THE MASTERY OF APPROPRIATE BOOK-REPORTING SKILLS IS SUMMARIZED AND EVALUATED. A SUMMARY OF THE FINDINGS AND CONCLUSIONS OF A SURVEY OF CURRENT BOOK-REPORTING PRACTICES IN GRADES 2-7, CONDUCTED THROUGH PERSONAL INTERVIEWS BY READING CONSULTANTS IN THE UPPER DUBLIN SCHOOL DISTRICT, FORT WASHINGTON, PENNSYLVANIA, IS PRESENTED IN THE FIRST PORTION OF THE ARTICLE. THE FINAL AND MAJOR PORTION CONTAINS (1) SIX RECOMMENDED EDUCATIONAL OBJECTIVES, (2) A STATEMENT ON THE DESIRABILITY OF FLEXIBLE RATHER THAN RIGID REQUIREMENTS, (3) A LISTING AND DESCRIPTION OF FIVE LEVELS OF BOOK-REPORT WRITING WHICH CAN BE ADAPTED TO EACH CHILD'S WRITTEN LANGUAGE MATURITY, (4) SUGGESTED PROCEDURES FOR ACCOMPLISHING DIFFERENTIATION BASED ON READING LEVELS, AND (5) A LIST OF OTHER TYPES OF REPORTING WHICH SHOULD STIMULATE CHILDREN TO READ INDEPENDENTLY. THIS ARTICLE APPEARED IN "ELEMENTARY ENGLISH," VOLUME 44 (OCTOBER 1967), 609-12. (MM)