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…

Reported were first and second year data on the Models for Educating the Learning Disabled (MELD) Project, as well as a followup study of students who had participated in the MELD Project. First year data was based on a sample of 108 children in first through fourth grades, while second year data reported a sample of 97 children in first through…

WRITTEN CHIEFLY FOR CLASSROOM AND SPECIAL TEACHERS, SCHOOL SUPERVISORS, AND PSYCHOLOGISTS, THIS HANDBOOK PRESENTS THE PRINCIPLES, METHODS, AND GOALS OF EDUCATIONAL THERAPY. AFTER THE QUESTIONS OF WHAT EDUCATIONAL THERAPY IS AND WHO NEEDS SUCH THERAPY ARE CONSIDERED, THE STEPS TO TAKE IN DESCRIBING LEARNING PROBLEMS ENCOUNTERED IN CHILDREN ARE…

Three years of evaluation activities were conducted by the Institute for Developmental Studies (IDS) at New York University for the 1973-1976 program years of Project Mainstream, a Title III, ESEA project in New York's Lower Hudson Region. This work was carried out with the cooperation and support of the Yonkers, New York school system. Objectives…