The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

Constructed for use by individuals analyzing the status and problems of local reading programs and systematically seeking and developing solutions, this handbook is a programed self-study guide which may be used by a committee or task force to collect data and make decisions. The handbook contains eleven charts which may be used to summarize…

This paper argues that to be successful, a reading program must incorporate a synthesis from Robinson and Rauch (1965) which states that a reading program should be planned cooperatively by the total school community; integrate the language arts with all subject areas; plan for continuity of reading interests, achievement, and development; provide…

Intended for educators involved in developing secondary school reading programs, this paper describes a carefully balanced program implemented in the Wisconsin public school system for grades 7 through 12. Following a brief introduction to and rationale for the concept of a reading program that balances instruction in reading for skill…

This booklet presents the inservice model which has been developed through the combined efforts of reading specialists in the State of Missouri and is designed to aid school districts in setting up an exemplary reading program. The contents include; "Rationale of the Model for Reading Inservice," which discusses the impetus that stimulated the…

This collection of essays examines component areas of constructing a reading curriculum, including the concepts, rationales, and practical aspects that affect curriculum development. The first essay calls for a reading curriculum that incorporates developing proficiency in word recognition and comprehension, and emphasizes quality literature. The…

Principals can successfully implement whole language reading programs if they educate staff and parents; engage in effective, inclusive long-range planning; encourage sharing among teachers; incorporate flexibility and experimentation in program development; and create an appropriate program evaluation system. Staff involvement is the key to…

This pilot descriptive study examined expressed perceptions of a diverse group of teachers who, in the 2002-2003 school year, piloted implementation of a new standards based supplemental program in reading/language arts, EduSTRANDS. Over 600 teachers in 153 schools using a supplemental, standards based reading/language arts program were surveyed…

Project SKILL (Skill Development Through Individual Learning Levels) was developed and tested for three years at Midland School, Washington. This final report describes the context of the project, and provides a description of the scope of the project and an evaluation of its effectiveness. The goals of the project were to: (1) individualize…

Seven New York City urban education programs were evaluated under the direction of the state urban education coordinator, and the evaluation reports on those programs are included here. The seven programs are: Strengthening Basic Skills in the Junior High School, Reading Diagnostic Centers, Multi-Sensory Stations, Guidance Interim Class, Bilingual…

This 1965 Elementary Secondary Education Act Title I Evaluation Report illustrates a small part of the continued effort of the Omaha Public Schools to meet the needs of educationally disadvantaged children. The multiple activities outlined in the 1973-74 Title I Proposal were designed for two purposes. First, they were to supplement the…

Volume I of the St. Louis Public Schools evaluation report on programs, projects, services and activities funded in whole or in part under Elementary Secondary Education Act Title I is organized into Two Parts. Part One, Evaluation of Total Title I Program, presents the completed evaluation forms. Part Two, focuses on the Evaluation of Title I…

Hartford's "Intensive Reading Instructional Team" Program has been a demonstration model for teachers, school systems, and college faculties, nationwide. The general objectives of the program were as follows: (1) to raise the level of achievement of pupils who are deficient in the basic skills of language and reading; (2) to improve the…

The multiple activities funded under Title I of the 1965 Elementary Secondary Education Act had two purposes. First, they supplemented the instructional program for educationally disadvantaged children by developing a curriculum and techniques which would raise their achievement level commensurate with their ability. Second, they supported this…