Present research on reading failure has not been able to determine whether it results from a single unitary deficit or from multiple causations. Diagnosis of reading failure is not a simple appraisal of a student's reading skills and abilities; rather, it is therapeutic in nature, always seeking to formulate more efficient means of improving…

The progress of elementary school students in Tacoma, Washington's Remediation Assistance Program (RAP) was examined and compared with the progress of similar non-RAP students. Pretest and posttest scores for RAP and non-RAP students in reading, mathematics and language were compared statistically, and no significant difference was found between…

This program was designed to improve reading and mathematics achievement by directing intervention toward diagnosed deficiencies in these areas. Two thousand thirty-five students in grades one through nine participated in the reading component. Diagnostic-prescriptive teaching approaches were implemented in both components with an emphasis on…

Described and evaluated are four alternative tutoring models for delivering supportive educational services to elementary grade learning disabled children in regular classes. Discussed are problems of individual programing and models such as the "Cascade of Services" to provide for differing educational needs. It is explained that the alternative…

The authors advocate the use of a pupil typology in which the variables of sex, race, family status, and I.Q. range are combined to form a pupil classification system. This systematic arrangement of data when combined with change in pupil performance, allows the creation of local norms. A scheme for comparing the change in pupil performance among…

A 2-year study of the Extreme Learning Problem (ELP) Programs in six school districts in Oregon was conducted to determine if ELP programs were changing students' reading behaviors, to measure the extent of any change, and to determine what factors contributed to changing the reading behavior of children served. The following were among the major…

Selected results from a study of compensatory reading programs sponsored by Title I and by other sources are presented and discussed. Various phases of the study included a questionnaire survey of a nationally representative sample of elementary schools, pre- and posttesting of students in grades two, four, and six of a subsample of the original…

This report examines in detail the cost-estimating model developed for a study of reading-program costs, undertaken as part of a large-scale evaluation of compensatory reading programs. Results of the cost-analysis were presented in a separate report. Here, the confidence which can be placed in the cost-assessment model is evaluated in terms of…

This report describes and evaluates the Boise (Idaho) School District's operation of a Chapter 1 Project, the Elementary Structured Tutoring Program. The project provides tutoring in reading and mathematics skills to educationally deprived students in grades 2-6. Tutors are either paraprofessional adults or supervised students (grades 4-6) who…

This paper provides the background for and provisions of the accountability materials that were authorized by the Louisiana Bureau of Elementary Education to monitor schools' compliance with the Louisiana Competency Based Education Law. In order effectively to manage the two major components of the law--the Pupil Progression Plans and the…

The Reading Strategy Project is designed for intermediate grade students who need assistance in the mastery of basic reading skills. The available data demonstrated that the Title I treatment group enhanced their average reading comprehension scores significantly. The gain exceeded the project objective of four normal curve equivalent points. The…

Five hundred twenty-six second through sixth graders were identified as needing supplementary reading instruction, their specific needs were diagnosed, and intensive prescriptive instruction was provided. A lab oriented learning center environment was prescribed which included a listening/viewing center, a decoding center, a game center, a library…

To evaluate the effectiveness of the Borg-Warner System 80 in seven Washington, D. C., schools, interviews, pupil progress records, questionnaires, and observational data were gathered on 103 students and their teachers. Two Borg-Warner programmed series, "Learning Letter Names" and "Reading Words in Context," were used in…

Provides a picture of remedial reading instruction based on three views: (1) an observational study of Chapter l programs; (2) an observational study of 79 Chapter l teachers in a large city; and (3) an analysis of the case reports of a college reading clinic. Calls for reform based on theory and research. (NH)

Focus of the study was to identify and analyze the common elements of the instructional organizational systems used in nine of the most effective Title I reading components in 1968-69 for disadvantaged pupils in grades 1-6. (Author)