Conquest is a laboratory project for first-grade repeaters and for students in second grade through sixth grade who have difficulty in reading. It features an individualized, eclectic approach made possible by low student/teacher ratios and by a wide variety of materials and equipment. Instructional and diagnostic procedures are highly structured,…

This second edition contains descriptions of 29 diagnostic-prescriptive reading programs (K-12) for which some success has been demonstrated in the classroom as shown by statistical evidence of significant improvement of student learning. A four-page program profile matrix provides the reader with easy identification of the salient features of…

The Right-to-Read Program outlined in this document is an ungraded project for kindergarten through third grade, which utilizes individual diagnostic tests to place pupils at their instructional levels of reading and to prescribe plans of individualized instruction based on specific curriculum objectives. The document sketches the development of…

This booklet presents descriptions of 72 successful basic skills reading programs collected from school districts nationwide by the National Diffusion Network. Information provided for each program includes: (1) program name and brief description; (2) audience focus (noting grade and ability levels); (3) a detailed abstract of the program; (4)…

Intended for reading teachers and others involved in the testing or placement of students, this paper describes the development and evaluation of a prescribed individualized reading program. Following an introduction to the program (which allows students to progress through each reading level at their own pace), the second and third sections of…

This report focuses on techniques that can be used to learn more about the strengths and shortcomings of reading programs, of the teaching of reading, and of the students involved. The first article provides information about the "Handbook of Planning an Effective Reading Program," a guide published by the California State Department of…

Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade…

Seven programs funded under Title I Umbrella and Impact Aid and carried out in elementary and intermediate/junior high schools of District 24, Queens, New York, are described in this report. The programs are: (1) Strengthened Basic Skills Program; (2) Diagnosis and Treatment of Reading Disabilities; (3) Diagnostic/Prescriptive Mathematics Program;…

Now in the 17th year of operation, this project is a laboratory program designed to provide remedial instruction to improve the achievement in reading and/or mathematics skills of children who test in the lowest quartile in these areas. Classroom and laboratory teachers work closely together to identify potential program participants and formulate…

Inability to learn to read is the major reason students fail or experience learning problems in their early school years. In an effort to solve the problem, the Glenwood, Minnesota, school district has developed an identification/intervention program entitled "The Prevention of Early Reading Casualties" (PERC) to prevent academic failure in…

The authors present a brief description of an experiential, sequenced graduate program in reading instruction which answers traditional criticisms of field-based graduate study. Such criticisms include the belief that graduate teacher education is not in the domain of field-based instruction, that adequate supervision is difficult to provide, that…

The District 21, 1978-79 Title I Reading Program had three basic components: (1) Augmented Reading Services, (2) Optional Assignment, and (3) Non Public Schools. The Augmented Reading Services component operated in six elementary schools, reaching a total of more than 1,300 students defined as below minimum competency and unserved by other…

The Federally funded programs discussed in this report were designed to help students with significant problems in either reading or mathematics achievement in the regular classrooms of District 22 in Brooklyn, New York. Both the math and reading programs operated on a "pullout" basis, utilizng a diagnostic teaching approach. The two…