With the increased emphasis on standardized testing from state and federal mandates, the need for reading remediation has intensified. Programs directed toward increasing student test scores have been put in place nationwide with mixed results. These initiatives include response to intervention (RTI), direct instruction, and individualized…

The impact of specialized reading instruction or personal interaction upon reading efficiency ratios and self-concept scores was studied. Eighty-five fourth-, fifth-, and sixth-grade boys of average intelligence who were underachieving readers were placed in one of three different groups--Reading Instruction, Personal Interaction, or Control. The…

The validity of the word attack skill tests of the Wisconsin Design for Reading Skill Development is studied at six grade levels by an investigation of the relationship of these to several widely known reading achievement tests. The basic notion is that reading mastery scores derived from the diagnostic tests should be positively related to the…

Future efforts to assist with reading-disabled students should include: early identification and intervention, more effective differentiation of students, increased individualized instruction, an increase in specially trained personnel, and a greater variety of specialized materials. (JN)

Nineteen students, ranging in age from 8 to 18, served as subjects in an investigation of the effect of an individualized reading tutorial program on the locus of control (LOC) and locus of evaluation (LOE) of children with reading disabilities. Over a 12-week period, the subjects received from 24 to 60 50-minute sessions of individualized reading…

This report covers the use of the Job Corps Graded Reading Program at Phillips Junior High in 1971-72, the third year the materials were used. A major goal of this program was to raise the level of reading underachievers to a level of competency. Gates-MacGinitie vocabulary and comprehension tests were used as standardized measures of achievement.…

A PRELIMINARY DEVELOPMENTAL PROGRAM IN BEGINNING READING WAS ESTABLISHED FOR MEXICAN-AMERICAN CHILDREN IN AN EAST LOS ANGELES SCHOOL. THE PROGRAM WAS DESIGNED TO DEVELOP ORAL LANGUAGE SKILLS AND TO REINFORCE TRADITIONAL CULTURAL VALUES IN THE MEXICAN-AMERICAN COMMUNITY. BASELINE DATA WERE OBTAINED ON BOTH READING ACHIEVEMENT AND ORAL LANGUAGE…

This study investigated factors associated with top and bottom achievement groups for students enrolled in the Intermediate Science Curriculum Study (ISCS) program. Differences between achievement groups within Levels I, II and III of ISCS were also investigated. A cross-sectional sample of Level I (n=372), Level II (n=290) and Level III (n=379)…

AN INDIVIDUALIZED READING PROGRAM FOR GRADES 2, 4, AND 5 WAS INITIATED AT PLATEAU VALLEY SCHOOL IN COLLBRAN, COLORADO, IN AN EFFORT TO RAISE THE ACHIEVEMENT LEVEL OF CULTURALLY DISADVANTAGED YOUTH IN RURAL AREAS. THE PROGRAM AT EACH GRADE LEVEL IS DESCRIBED IN TERMS OF THE METHODS USED TO GATHER PRELIMINARY DATA, IN THE SELECTION AND USE OF…

The effect of individualized instruction programs on academic achievement and attitudes of elementary school children was evaluated. It was hypothesized that students in individualized programs would have significantly higher achievement scores and more positive attitudes toward school and self and greater self-direction when compared to their…

THE EFFECTIVENESS OF THE INDIVIDUALIZED READING PROGRAM OF COOPERATIVE RESEARCH PROJECT-2673 WAS EVALUATED. THE STUDY REPEATED THE PROGRAM IN MANY OF THE ORIGINAL CLASSES AND EXTENDED THE METHOD TO NEW FIRST-GRADE CLASSES. THE ACHIEVEMENT OF THESE CLASSES WAS COMPARED WITH THAT OF FIRST GRADES TAUGHT BY THE BASAL READER METHOD. THE STUDY CONTINUED…

Reading and mathematics achievement and student self-concept were studied in 28 IGE elementary schools (schools using the system of Individually Guided Education). The data comprised 134 variables--input variables (student characteristics, teacher background, and expenditures for instruction); process variables (teaching time and school…

This report on the Santa Clara Plus Assessment and Activities Program describes the development of the Santa Clara Inventory of Developmental Tasks and evaluates the program's effectiveness. Intended as an observational tool for teachers concerned with the development of readiness, the Inventory provides a procedure for: (1) observing children's…

The objectives of the symposium were to provide an example of the institution of a systems approach to the solving of an educational problem and to relate this approach to current measurement issues such as criterion-referenced interpretation of test scores and individualization of assessment, diagnosis and instruction. A pilot project in reading…