"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…

This report provides a summary of the results of a three-year evaluation study of the Right to Read Special Emphasis Project, which was undertaken to determine if intensive programs of reading instruction introduced at an early age could change patterns of reading achievement in schools where large numbers of students read one or more grades below…

Three intervention programs (psychomotor, self-esteem enhancement, and direct instruction) were conducted with 40 children who had reading difficulties. The direct instruction program resulted in the greatest gains. Post-intervention questionnaires completed by subjects, parents, and teachers indicated that perceived success differed significantly…

Reviews the development of Recovery Reading. Addresses two questions: (1) which features of the program embody Vygotskian notions? and (2) how effective is the program at improving literacy skills? Finds that Reading Recovery increased reading attainment and argues that future research should address the sociocultural context of the program. (DSK)

This is the second volume of a two-volume report describing the results of a three-year evaluation study of the Right to Read Special Emphasis Project, which was undertaken to determine if intensive programs of reading instruction introduced at an early age could change patterns of reading achievement in schools where large numbers of students…

Compares the efficacy of a combination of phonological and strategy-based remedial approaches for reading disability with that of each approach separately. Study was based on interventions with 85 children with severe reading disability. Results indicate that a combination of Phonological Analysis and Blending/Direct Instruction and Word…

This report contains a brief summary of the evaluation of the Summer At-Home Reading Program, which was designed to improve the reading skills of low achieving elementary school children and to involve parents actively in their children's reading instruction. Among the positive findings reported for the program are that parents who participated…

This is the first volume of a report describing the results of a three-year evaluation study of the Right to Read Special Emphasis Project, which was undertaken to determine if intensive programs of reading instruction introduced at an early age could change patterns of reading achievement in schools where large numbers of students read one or…

This paper describes a five-phase, 20-week, computer supported reading comprehension instruction process, which begins with access to powerful supports and direct teacher-mediated instruction. The process involves five phases: (1) fully supported reading and strategy instruction; (2) strategy practice in a fully supported reading environment with…

The "Failure-free" Reading Program was evaluated with 39 students (ages 8 to 12) with severe reading problems. The program involves previewing, listening, content presentation, reading, and reviewing. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after the intensive intervention.…

In order to provide a comprehensive view of the cumulative effect of the South Carolina Basic Skills Assessment Program (BSAP) on students' learning, a study examined reading and mathematics achievement by all students in the program over a 5-year period (1981-1985), as measured by the testing portion of the BSAP. Subjects were students in grades…

Describes and evaluates a program based on Paired Reading. Reports that the program increased parents' involvement, while boosting childrens' reading ability and attitude toward reading. (NH)

This is a 1980-81 evaluation report on Learning to Read Through the Arts (L.T.R.T.A.), a Title I Children's Program in place in the New York City Public Schools. The program, which offered intensive individualized reading instruction through the integration of a total arts program with a total reading program, served elementary school children,…

This study employs a program evaluation method to collect intervention effectiveness data for a special education program designed to serve mildly handicapped students with reading difficulties. The potential contributions of effectiveness data to decision making are discussed within the context of a classification model. (Author/LMO)

Designed to provide the special instruction needed by students with reading disabilities, this handbook describes a team oriented approach for corrective reading. The first section describes the goals and definitions of the team oriented corrective reading (TOCR) program, while the second section delineates the team approach and the roles of the…