Demonstrates how to help children become more aware of their own part in constructing new knowledge in their minds as they read. Discusses how a Chapter I teacher adapted instructional strategies that assisted students in constructing and/or reconstructing background knowledge. (RS)

Describes a restructured Chapter 1 program that provided supplemental support within the students' classrooms to raise expectations for Chapter 1 students' performance. Notes that expectations of teachers and students increased; portfolios of student work showed steady improvement in reading comprehension and writing ability; and standardized test…

This document reviews the history of compensatory education programs under the Education Consolidation and Improvement Act (Chapter 1), assesses the programs' current status, and speculates on their future paths. Part 1 is a historical review of compensatory education, identifying strategies, programs and services provided, ways it has been…

Students in the Portland (Oregon) Public Schools' Education Consolidation Improvement Act Chapter 1 program made greater achievement gains while in the program than when they were not, and those gains are probably attributable to the extent that Chapter 1 students engage in positive behaviors rather than to the curricular quality of the programs.…

Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…

A study was conducted to provide preliminary information on the nature of remedial reading instruction. Specifically, the study examined the focus of remedial instruction and the relationships of this instruction to the classroom reading program. In addition, it gathered data on what instructional activities remedial students missed when they left…

A study investigated how second-grade learners, identified as less proficient, continued their literacy learning in a whole language classroom. Subjects, six second-grade Chapter 1 students, were observed during independent reading time twice per week over a period of 8 months. Additional data collection procedures included participant…

A review of the literature on compensatory education programs was conducted to determine the effects of their following design features: (1) instructional setting; (2) class size; (3) ability grouping; and (4) various types of instructors. Remedial instruction in reading, language arts, and mathematics for elementary school students was…