This reading program guide was developed as an inservice ESEA/Title III project in order to improve reading instruction in self-contained classrooms of grades 1 through 7 at the Louisa (Kentucky) Elementary School. Sequences of reading skills were divided into 12 primary and 16 intermediate levels, and students progressed from one level to another…

This booklet describes a junior high school reading laboratory located in Urbana (Illinois) Junior High School, Fisher Campus. The student population in the school numbers approximately 950. Students have individual schedules, with six instructional classes of fifty minutes per day. Students enrolled in the lab attend each day for a regular…

ELEMENTARY READING CENTERS FOR THE YEAR 1962-63 SERVED MORE STUDENTS OF AVERAGE ABILITY THAN STUDENTS OF HIGH OR LOW ABILITY. AVERAGE READING GAIN PER STUDENT WAS NOTED AS APPROXIMATELY 1 YEAR. NAMES OF INTELLIGENCE TESTS AND ACHIEVEMENT TESTS (BOTH SILENT AND ORAL READING) AND THE NUMBER OF TIMES THEY WERE USED ARE GIVEN. STUDENTS CAME FROM…

This study investigated the hypothesis that an effective program in developmental reading is generally a significant factor in the academic achievement of college students at the University of Akron. The data collected came from various sources, i.e., reports of investigations on the effectiveness of 18 well-established reading and study skills…

Bloom Township High School in Chicago Heights, Illinois, has set up a reading program which includes a reading clinic, a reading laboratory, and a program of Individually Prescribed Study (IPS). The IPS helps the students to master the reading skills necessary for his course work in content areas. Used in this program are various materials for…

Describes various facets of Washington, D. C.'s Coolidge High School's reading program, including the student lounge and the inservice teacher training program. (VJ)

Seventy freshmen in a reading and study skills center participated in a study of the relationship between persistence in participating in a voluntary, noncredit developmental reading program and sex, personality type, entrance reading proficiency, entrance general scholastic ability, type of program selected, and change in grade-point average. The…

The Reading Assistance Program at San Jose State University was introduced through the aid of credential candidates from the reading specialist, educational counseling, and bilingual-multicultural specialist programs. Low-achieving university freshmen were taught in small groups using the jigsaw technique in which each student is given a piece of…

INFORMATION ABOUT ESEA READING PROJECTS FOR THE ECONOMICALLY DISADVANTAGED WAS OBTAINED BY STRUCTURED TELEPHONE INTERVIEWS AND A SUPPLEMENTAL WRITTEN FORM FROM 632 SCHOOL SYSTEMS. FIELD VISITS WERE MADE TO 34 SELECTED SYSTEMS. THE MAJORITY OF THESE PROGRAMS WAS REMEDIAL IN NATURE (53.48 PERCENT). COMBINATION PROGRAMS (29.59 PERCENT) USUALLY…

Courses in remedial and corrective reading in Gary, Indiana, middle schools are examined in this paper. The basic reading skills test, which examines 20 areas of reading skill, is administered initially to all entering seventh grade students. Students who score below 50% on the test or have instructional reading levels below 4.0 are placed in…

THIS PROPOSAL OUTLINES THE SPECIAL OBJECTIVES AND ACTIVITIES OF A COMPREHENSIVE CLINICAL, REMEDIAL, CORRECTIVE, AND DEVELOPMENTAL READING PROGRAM IN A PHOENIX, ARIZONA, HIGH SCHOOL WITH A DISADVANTAGED STUDENT POPULATION. THE SPECIFIC FEATURES OF THE PROGRAM FOR EACH GRADE LEVEL ARE SEPARATELY DISCUSSED. PART OF THE PROGRAM WILL BE AN ELECTIVE…

A LISTING OF 69 PLANNING AND OPERATIONAL GRANTS RELATED TO READING APPROVED DURING THE FISCAL YEAR 1966 IS PRESENTED. "PACESETTERS IN INNOVATION, FISCAL YEAR 1966" (OE-20103, $2.50) WAS REVIEWED, AND DOCUMENTS RELATED TO READING WERE SELECTED FOR INCLUSION. THE BIBLIOGRAPHY IS A COMPLETE LISTING OF ALL THE READING-RELATED PACE PROJECTS…

Evaluation of the 1960-70 program of a reading center originally begun in 1966 with ESEA/Title I funds was conducted for three purposes: (1) to determine the extent to which participation in the remedial and developmental program resulted in improved reading skills, (2) to discover trends in achievement gain as related to differing lengths of…

The respective roles of remedial, corrective, and developmental reading relative to the high school reading program are delineated. The following reasons for reluctance in introducing secondary reading programs are noted: (1) the shortage of trained people to organize the program, (2) the lack of adequate financing, (3) a limited view of the…