THIS PROPOSAL OUTLINES THE SPECIAL OBJECTIVES AND ACTIVITIES OF A COMPREHENSIVE CLINICAL, REMEDIAL, CORRECTIVE, AND DEVELOPMENTAL READING PROGRAM IN A PHOENIX, ARIZONA, HIGH SCHOOL WITH A DISADVANTAGED STUDENT POPULATION. THE SPECIFIC FEATURES OF THE PROGRAM FOR EACH GRADE LEVEL ARE SEPARATELY DISCUSSED. PART OF THE PROGRAM WILL BE AN ELECTIVE…

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…

Disadvantaged children with reading difficulties in non-public New York City schools have been admitted to corrective reading programs administered by the New York City Board of Education since such programs were begun in 1965 with ESEA/Title I funds. In 1968-69, 157 schools and a total of 13,258 children were served in groups of 5 to 10.…

The main objective of the New York City Corrective Reading Project, funded by the Elementary and Secondary Education Act, Title 1, was the improvement of reading competence in students with reading retardation of one year or more in grades 1-4, or with retardations of two years or more in grades 5-8. The program was implemented in 171 non-public…

The research literature on assisted reading is reviewed to determine whether this approach should be recommended to remedial reading and classroom teachers. To date, research has been inconclusive as to when, how, or why any of the forms of assisted reading can be used effectively. (SEW)

Two experiments examined the role of phonemic processing in disabled readers. The first involved disabled and nondisabled second and fourth grade readers' ability to identify and discriminate phonemes. The second examined the effect of phonemic stimuli training on disabled readers who performed poorly in the first experiment. Training…

Describes a program designed to improve the reading skills of second and third graders using work-study students as tutors. Finds: (1) 81% of the students made progress in reading; (2) at-risk learners need extensive vocabulary instruction and background building; and (3) tutors lacked sufficient educational background and knowledge of the reading…

A study was conducted to address the need for the public school system to provide an enriched curriculum for classroom teachers with "at-risk" students. It also examined whether students who had been exposed to a variety of supporting and related techniques of letter recognition through systematic instruction would be able to…

This kit for teachers is designed to help students at the elementary and secondary levels improve their reading skills. The kit is divided into twelve sections. The first section describes in detail how to best put the materials found in this aid to use. Sections two through six are devoted to the word-recognition techniques of sight word…

The respective roles of remedial, corrective, and developmental reading relative to the high school reading program are delineated. The following reasons for reluctance in introducing secondary reading programs are noted: (1) the shortage of trained people to organize the program, (2) the lack of adequate financing, (3) a limited view of the…

A total of 298 children defined as corrective and remedial were in Listen Look Learn (LLL) classes during 1967-68. Available as controls were 104 children of a similar type, according to the cooperating school administrators; the latter were in classes which used basal materials. The largest group of children, and the group for which reasonably…

A model is proposed integrating curriculum based assessment and the "suspicion of disability" standard of the Education for All Handicapped Children Act (PL 94 142) in the identification of students with reading problems. The model is founded on the developmental, corrective, and remedial strands of reading, and requires documentation…

Discusses a survey of more than 2,000 students from remedial and college-level reading and English classes that measured three key areas: self-concept, value, and reading strategies. Finds that: (1) developmental students were lacking in reading self-concept and valued reading less; (2) first-time students valued reading less than experienced…