Concludes that learning disabled students using the "Speed Spelling Program" gained in spelling ability, with no student scoring below normal expectancy. Discusses reasons for the program's effectiveness. (FL)

Identifies three aspects of educational significance as important areas for teacher participation in the evaluation of innovative reading programs: the establishment of performance standards, the specification of program cost, and the evaluation of noncognitive benefits. (FL)

Describes the developmental reading program at a Midwestern university which has as its major objectives the improvement of vocabulary, reading comprehension, and reading rates. (FL)

Describes the evolution, development, and characteristics of a developmental reading program at a private four-year college. Discusses student placement, class structuring, tutoring, and program rationale. (FL)

Provides a guide for setting up learning centers in easily handled stages. Discusses six stages in the development of individualized instruction through the use of learning centers and offers specific guidelines for using this technique for facilitating instruction. (FL)

Describes a minimal training program designed to improve the reading skills of adults in the business world. Concludes that the program had a significant effect of the vocabulary development, comprehension, and reading rates of the participants. (FL)

Explains how education majors try to learn to recognize thought unit sentences (ThUS's) and to gauge their difficulty. Shows examples of simple writing and discusses the task of writing ThUS's to match style and level of author. Gives a rationale for doing a readability analysis in this way. (FL)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)

Describes the program of the Academic Skills Center at San Diego State University, which is designed to decrease the attrition rate among severely underprepared students by integrating general education courses with courses in academic reading and writing. (FL)

Found that mildly learning disabled elementary school students obtained significantly higher reading achievement in a self-contained special learning disabilities classroom than did students in a regular classroom with outside support from a learning specialist and students in a learning center setting. (FL)

Describes the Success in Reading and Writing Program, designed to help students with attention deficit disorders by involving all four language processes. (FL)

Describes a high school interdisciplinary program based on the theories that reading that is related to a student's life is the most meaningful, that students who have vocational reading skills will be more effective in their careers, and that students who have good self-concepts and healthy bodies will learn better. (FL)