This publication provides research-based guidance for intensifying instruction in reading and mathematics for students with significant learning difficulties, including students with disabilities, in kindergarten through grade 12. The guide gives technical assistance providers and states information reflecting "best practices" for implementing…

Are your students engaged and motivated to read and write but hesitant during math instruction? Do you want your students to be as excited about math as they are about literacy? This unique resource explores how best practices for teaching reading and writing can help you become a better math teacher. Drawing on the work of such educators as…

Use of a tape recorder as an assisted reading technique with four fourth graders resulted in decreased frequency of errors in oral reading for each student during the first session, as well as over the duration of the 43-day assisted reading phase. (JW)

To provide more information on whether computer assisted instruction (CAI) is an effective means of reading remediation, a study examined two ninth grade classes (15 students per class) to determine what differences, if any, existed after remediation of the experimental sample's deficiencies with CAI. The classes were primarily Black, with four…

Lesley College and the public schools in Cambridge, Massachusetts collaborated in a project using the natural learning model from Don Holdaway's "The Foundations of Literacy" to improve literacy education in grades K-6. The first two phases of natural learning (desire to learn a skill and attempting the new skill with a proficient…

The Program to Strengthen Early Childhood Education in Poverty Area Schools organized by the New York City Board of Education during the 1969-70 school year constituted a recycling of a similar program conducted during the previous year: both were funded under ESEA Title I programs. The two major objectives of the program were: (1) to improve the…

The Program to Strengthen Early Childhood Education in Poverty Area Schools, organized by the New York City Board of Education, constituted a recycling of a similar program conducted during the previous year, and was also funded under E.S.E.A. Title I Programs. The goals were: (1) to overcome deficits in verbal, conceptual, and cognitive…