Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to…

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…

Urges mobilizing all school resources for maximum support of the remedial reading program with special emphasis on use of the library. (RB)

The central theme of this paper is that developmental reading courses in college settings need to be revised in ways that will not perpetuate cycles of remediation that students have experienced in previous educational settings. Developmental reading courses are filled with students who possess poor concepts about themselves as readers. These…

This paper discusses the need for remedial reading instruction at the secondary level and examines the situation facing the teacher and student. It is argued that the reading teacher working with secondary remedial students must help students acquire the requisite skills for successful learning through reading and meet the personal needs of…

This paper discusses the placement, remediation, and management of the learning disabled child. The procedure for a professional assessment of the learning disabled child includes: (1) noting potentially dangerous signs such as poor visual and/or auditory memory for words, consistent letter or number reversals beyond the primary grades, short…

This paper argues that such components of a remedial program as formal tests, labels, and methods which teach to symptoms are unnecessary. Labeling is discussed in depth and some of the positive and negative factors which are associated with labeling are described. The ingredients of a successful remediation program include a good teacher who can…

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)

Guidelines for working with remedial braille readers in the areas of attitude/motivation, mechanical skills, decoding skills, and comprehension are provided. Lists of suggestions are presented in each of the areas. (PHR)

Describes a remediation program designed to promote students' self-confidence, in addition to promoting fluent reading and enhancing comprehension. Notes that the program uses real books with meaningful language patterns, presented so that each student experiences success. (MM)

The third part of a 10-part series, this report was compiled by the Educational Development Center at Wilkes College. The series deals with various aspects of the treatment of delinquents and is intended as a summary of research findings in each of the areas treated. Each report was prepared by a scholar-practitioner and is presented in a way that…

This research project began as a quest to investigate more effective ways of addressing the needs of Developmental Reading and Writing students by using non-traditional pedagogies. (By non-traditional pedagogies, the paper means an escape from the traditional model in higher education of addressing reading and writing as two separate content…

Presents a number of resources discussing the structure and operation of successful remedial reading programs. (TO)

Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no…