This chapter is based upon the assumptions that (a) all forms of the communication arts are closely related; (b) many experiences necessary for the development of the communication arts must be provided; (c) specific instruction is necessary to provide the background skills of reading and writing. An effort will be made to trace briefly the development of the several communication arts through the preschool years.

There are two general approaches to the improvement of comprehension in school reading programs. The first is the related-activity approach which recognizes that meaning rests upon experience and that the ultimate use of reading is in enriching the activities of living. The second approach to improvement of comprehension is the reading-skills approach which gives the child systematic practice in the basic skills needed for effective reading. A balanced program in reading comprehension will utilize both approaches and will adapt them to individual and group needs.

Effective instruction in language arts depends largely upon adaptation of instruction to the particular needs of the pupils. If all children in a classroom started the year with exactly the same level of achievement in all phases of language arts, progressed at exactly the same rates, and had identical interests and future needs, teaching language arts would be greatly simplified. Differences among pupils, however, are probably greater in language arts than in any other subject or group of subjects.

Children of the same age differ greatly in their abilities, habits, and interests in reading. This chapter discusses the causes of individual differences, indicates how they may be discovered in the classroom, and suggests methods of providing for them.