The implementation of a content reading program at Urbana High School, Urbana, Illinois, is discussed in this document. Reading staff hired with Title VII funds offered assistance to all teachers in the high school by working with classroom teachers in their classes for 60 minutes of class time per week. Free reading time devoted to high-interest…

Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

A program for improving study habits and study skills of middle school students was developed. Students were selected to participate in the remedial study skills/study habits program if they were receiving grades below D in two or more academic subjects and if they evidenced average reading development or achievement. The students were tutored by…

Listening lessons, working in pairs, content area reinforcement, and study skills are helpful elements of a successful reading program. (JH)

Analyzes a 1969 study of 79 secondary reading programs, listing programs and teacher characteristics and making recommendations for program development, personnel training, and administrative commitment. (RW)

Six suggestions for comprehensive secondary reading programs were developed after consideration of comments made by Judith A. Boettcher, Anne E. Newton, Randall J. Ryder, and Roger C. Googins (see related documents). The suggestions are as follows: (1) A comprehensive program must deal with all students who need help; thus, there should be a…

College reading programs have not only increased in number, but their nature and scope have also changed. There has been a change toward programs that are concerned with improvement of reading in the content areas, and, broadly, with the improvement of learning in college. But at the same time, there appears to be a great variety in college…

Methods of assessing the reading needs of college students can be examined in relation to two broad categories of college reading programs: (1) the self-contained course or sequence of courses in reading and study skills, and (2) courses or programs in which instruction in reading and study skills is interwoven with supplementary instruction in a…

The reading program model developed at Ypsilanti High School (Michigan) is described in this paper and is suggested as a method of solving reading problems encountered by high school students. The first section of the paper contains an overview of the content area reading program, including descriptions of the program's philosophy, components,…

This booklet contains a description of Reading Improvement Through the Arts, a prototype program funded by the Elementary Secondary Education Act Title I that was developed and implemented in the state of New York. The Reading Improvement Through the Arts (RITA) program is described as an alternative way to reach previously unreachable pupils. The…

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…

Sponsored by a special interest group of the International Reading Association, the focus of this journal issue is on college reading improvement. Chapter titles include "College Level Developmental Reading and Study Skills Programs: Survey Report and Overview"; "Providing Assistance to College Science Teachers"; "Sitting in on Doctors Pompous and…

The "Epistle" is the publication forum of Professors of Reading Teacher Educators, which is a special-interest group of the International Reading Association. This issue explores the topic of careers for doctoral students in reading which are alternatives to the single goal of college teacher educator. Articles are "Wanted: Well Qualified College…

The reading program (K-12) of the Bloomington Public Schools, Bloomington, Minnesota, is defined and described. The program revolves around four major divisions: developmental reading, supplementary reading, library reading, and remedial reading. These major divisions are discussed relative to specific purposes, organization, materials, and…

A program designed to provide instruction in fundamental English, mathematics, science, and reading skills to 200 students entering college under a federally supported open enrollment plan is described. The program began as a 6-weeks summer program aimed at diagnosing needs of students and offering them assistance with reading and study skills…