Rigorous evidence from around the world has shown that significant improvements in learning can be obtained at comparatively low cost by spending more, focused time ensuring that the bottom half of the class in the early grades does not get left behind. The authors present results from the Teacher Community Assistant Initiative (TCAI) that tests…

Concludes that any systematic and well-organized approach addressing basic reading skills will provide reading improvement, since both approaches that were examined (DISTAR and the Integrated Skills Method) show the same degree of success. Considers diagnostic instruments not particularly useful in planning remedial instruction, but recommends…

IN JANUARY 1966, THE MILWAUKEE PUBLIC SCHOOLS EXTENDED READING SERVICES TO PUBLIC AND NONPUBLIC SCHOOL CHILDREN IN GRADES 3 TO 8 WHO WERE RETARDED IN READING. THE PROJECT PROVIDED ADDITIONAL READING CENTERS AND WAS CARRIED OUT IN FIVE OF 12 PROPOSED ELEMENTARY SCHOOLS. THIRTY TO 35 MINUTES OF SMALL-GROUP READING WAS GIVEN 5 DAYS A WEEK.…

Examines Title I (now Chapter I) programs, specifically their problems, the reasons for those problems, and their future. (FL)

Twenty remedial reading students at Huntley Elementary School (DeKalb County School District, Georgia) were instructed through a teaching methodology employing the basics of the Lozanov system. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (Author/CFM)

This fifteenth annual report provides a summary of activities offered in Ohio through Title I of the Elementary and Secondary Education Act. Information presented includes (1) statistics for fiscal 1980, (2) participation trends, (3) instructional impact, (4) expenditure and staffing patterns, (5) parent involvement, and (6) five-year trends. The…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This volume reports the results of the 1972-1973 school-year study (phase two), which involved pre- and posttesting of all students in the second, fourth, and sixth grades of a subsample of the…

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…

Investigates three policy issues in two school districts: classification of students for various educational services; the impact of these practices on reading instruction; and implications of the classification-reading relationship for providing quality education for all students. Finds that broad discretion in program implementation adversely…

Students in need of supplementary reading and mathematics instruction were identified, their specific needs determined, and prescriptive activities formulated. Prescriptive reading and math teachers were responsible for program implementation and coordination with classroom teachers in three elementary schools and one junior high school. Staff…

MOST CHILDREN WHO ENTER MADISON JUNIOR HIGH SCHOOL ARE BELOW THEIR GRADE LEVELS IN READING AND LANGUAGE SKILLS. THE 1962-63 CORE PROGRAM WAS OFFERED TO SEVENTH AND EIGHTH GRADERS WHO WERE PERFORMING AT APPROXIMATELY ONE YEAR BELOW GRADE LEVEL IN BASIC SKILL AREAS. THEY RECEIVED ALL INSTRUCTION IN REQUIRED ACADEMIC SUBJECT AREAS IN THE…

A tutoring program has been developed for the purpose of teaching reading to secondary school students seriously deficient in reading skills. The first section of this paper describes the highly structured instructional program that is employed. It also notes preliminary results of the tutoring, which indicate that 17 of the 25 students tested…

Junior colleges with open enrollment policies have as students many of the adults in this country whom national surveys and studies have indicated are functionally incompetent or barely literate. This paper contains a review of the literature concerning junior college remedial reading programs and compensatory education programs. The four…

The neurological impress approach to remedial reading was investigated in a spring session involving 20 children and in a summer session involving 24 children. Children ranging in age from 7 to 14 were paired according to age and intelligence and then were assigned randomly to experimental or control treatments. All were at least a year behind in…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, includes a discussion of the relationship of classroom observations and effectiveness in the phase two sample of noteworthy…