This volume reports on a study to investigate the effectiveness of a developmental, individualized reading laboratory program at the middle-school and high-school levels. The program was developed and evaluated over a four-year period, at the F.K. Yonge Laboratory School, located at the University of Florida at Gainesville. Promising results…

Reports on a Listen-Read Program exposing children to a variety of language in sound and print through the coordinated use of books and listening centers; a study of the program indicated higher scores on a standardized reading test resulted from children's listening to the text while they read. (HOD)

A GENERAL DESCRIPTION OF ACTIVITIES AND SERVICES FOR A READING PROGRAM TAUGHT BY MEANS OF THE "TALKING TYPEWRITER" IS PRESENTED. THE TALKING TYPEWRITER IS LOCATED IN A SOUNDPROOF BOOTH. THE STUDENT SITS IN FRONT OF A TYPEWRITER AND RESPONDS, REACTS, AND INTERACTS TO DIRECTIONS VOICED BY A COMPUTERIZED, MAGNETIZED PROGRAMED SYSTEM. THE CRITERIA FOR…

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…

In South Carolina 235,420 children were served by Elementary Secondary Education Act Title I programs. The Fiscal Year 1975 allocation to South Carolina was 30,882,029 dollars. Reading activities were provided for 64 percent of Title I students, math programs for 48 percent, and dropout prevention activities for nine percent. The instructional…

An evaluation of the Learning Resource Center, a Title I diagnostic/prescriptive learning program designed to provide help for students with extreme learning difficulties in 26 nonpublic schools, is discussed in this paper. The first part of the paper is a synopsis of the program evaluation, including a summary of findings and subsequent…

The Schenectady Intensive Reading Instructional Teams (I. R. I. T.) Program, funded under the Elementary Secondary Education Act Title III, is designed to provide intensive reading instruction to 135 students from eight elementary schools in the district. The students, mostly third and some fourth graders, are nominated by their classroom teachers…

Eight programs of the Des Moines (Iowa) Independent Community School District were funded by block grants: library and instructional materials; fine arts program; resource center; traditional school program; reading program; extended day kindergarten; reading/math lab program; and nonpublic schools program. Each program is described in this…

An assessment of the activities of the Learning Center (LC) at South Plains College is provided in this 1991-92 annual report. Introductory material describes the scope of the LC's operations, including reading and study skills remediation, developmental communications instruction, collegiate instruction in reading and human development, peer…

The purpose of this report is to provide conclusions and evidence relating to the implementation of certain grant terms and conditions negotiated between the National Institute of Education and the Response to Educational Needs Project (RENP), which were finalized on February 13, 1976. The conclusions and evidence delineated in this document focus…

Emphasis in the 1975-76 Omaha Elementary Secondary Education Act Title I program for disadvantaged youth was on reading activities. The High Intensity Learning Centers for Reading for grades three through twelve continued their operations. Development of Primary High Intensity Centers in reading was continued to provide a supportive reading skill…