Although drill and practice software has lost favor with many educators, research shows that this type of computer-assisted instruction--as a supplement to classroom teaching--increases student achievement, reduces learning time, establishes positive feelings toward both computers and school work, and is effective with lower ability,…

This article explores the various constraints on student involvement in the process of planning adult literacy programs. It examines the cultural traits of illiteracy and the traits of continuing education professionals in order to find the limits of their effectiveness. (Author/CT)

Author presents an educational model he has been preparing for the past nine years that is designed to help the disadvantaged adolescent and adult learn the necessary behaviors for coping with their problems in living. (Author/RK)

Examined effects of self-monitoring alone and self-monitoring plus self-reward on three academic and three related procrastinative behaviors of six academically disadvantaged minority college students. Self-monitoring plus self-reward was effective in producing substantial increases in academic behaviors and grades and in producing decreases in…

This study analyzed the effectiveness of nursery schools and found that the education of young children can narrow the gap between intellectually disadvantaged and more advantaged children. Organization was found to be the key to effectiveness. (KC)

Effective programs for culturally diverse groups preserve cultural distinctiveness, accommodate preferred learning strategies and environments, use existing social networks, empower learners, emphasize lifelong learning, support family involvement, reach the most disenfranchised people, obtain creative financing, and develop the cultural…

Exposes two groups of adults in vocational-education training programs to two different programs (Logo-Educability exercises and Logical Reasoning Workshops) designed to improve their cognitive skills. Argues that low improvement scores for both groups demonstrate the inefficacy of the programs in helping students transfer learned cognitive skills…

Since its inception in 1992, the University of the North's, Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully…

The Des Moines Chapter I math program served 1110 students in grades 1-8 during school year 1982-83. The total population of Chapter I students attained the established criteria for achievement gains but the gains for grades 7 and 8, taken alone, were lower than the goals. The same was true for mastery of math objectives. All parent contact…

Boston's Title I High School Reading Program (1977-78) was intended to meet the needs of educationally deprived children from low-income families. Although few test scores were available, it appeared that 50 percent of the program students achieved the designated one-year gain in reading comprehension. Only 4 percent of the approximately 425…

This report evaluates Boston's Title I Elementary Reading and Mathematics School Programs for 1980-81. Ninety-eight percent of students enrolled in the programs received Title I instruction five days a week. Instruction was highly individualized, and teachers and aides used individualized daily planning. On the average, students attended school on…

The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73…

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…

Project STAR (Elementary) in the Cleveland Public Schools is designed to improve reading and vocabulary skills for grades 4-6 by providing 2,700 selected students with daily 40-minute sessions in STAR Learning Centers in 42 elementary schools. Eight to twelve students at a time use an individualized, self-pacing audio approach to remedial reading…

This paper reports on technical assistance provided to 21 exemplary Title I projects participating in a special dissemination strategy to improve educational services for disadvantaged students. The dissemination strategy is outlined, and descriptions are given of the participating projects. The types of technical assistance and support services,…