This study was designed to determine whether third-year pupils in a reading center project maintained their reading gains 16 months after leaving the program. Subjects consisted of two control groups and an experimental group--a random sample of third-year pupils enrolled at the reading center during the fall of the 1972-1973 school year.…

The purpose of this study was to examine whether or not a reading laboratory, as defined by Educational Developmental Laboratories (EDL), is an effective means of teaching reading to Title I children, grades two through six, in the two Title I schools of an eastern Massachusetts community. Three hundred subjects participated in the study. There…

A study examined the success of a university based reading clinic conducted in the summer of 1979. Twenty-one students, in grades two through nine, participated in the clinic. Each student was pretested using the Woodcock Reading Mastery Test (WRMT) and then assigned to one of four graduate students. An individual educational plan was prepared for…

The individualized developmental reading laboratory program described in this monograph was designed to supplement regular reading instruction in grades four and five. Information is provided on the instructional procedures used in the program, with emphasis on instruction given through teacher comments written in individual students' folders.…

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…

Described is the EDL "Learning 100" adult-oriented communication skills program used in the Wyandanch community of New York's Suffolk County. Using one full-time reading specialist and two full-time aides, the program divided 100 disadvantaged, minority group junior high school students into 16 sections, each meeting for different…

The Reading Achievement Center, at the Murchison School in the Mexican-American community of East Los Angeles, offers an individualized reading program for grades 3-6; the program was begun in the fall of 1972 and includes inservice teacher training, experimentation with new systems, and a commitment to help children develop a positive…

The Basic Skill Centers (BSC) program was developed to help students, primarily from the inner-city Target Area schools of Minneapolis, learn to read. The BSC approach was remedial, and each year more than 700 students, the majority in grades four through six, participated in the program. In 1969-70 the Talking Typewriter was one major aspect of…

This document is a collection of the International Reading Association's first reports on the Right to Read effort. Five reports are included: report 1 discusses the basic principles of Right to Read, school and community based programs, administrators of the program, right to read states, special projects, technical assistance, emergency school…

This report describes and evaluates the bilingual program of the Auxiliary Services for High Schools (ASHS) Program in the New York City Schools for the 1974-75 school year. In 1974-75 there were 12 centers for this program distributed throughout all boroughs of New York City. Spanish was offered in nine of the programs, French in two, Greek in…

A study examined whether there was any difference in student achievement if students used computer-assisted instruction or traditional reading lab activities. Subjects, 42 students enrolled in 1988 in a 5-week summer early enrollment program, were placed in a reading improvement class based on performance on the Nelson-Denny Reading Test. Subjects…

Focusing on the important role that reading diagnostic reports (RDRs) play in the diagnostic/prescriptive process, a study evaluated RDRs at 26 reading centers to gain insights into the commonalities of RDRs at American institutions and to identify new trends in communicating perceived strengths and weaknesses in reading to parents and educators.…

The purpose of this Title I project was to improve the reading achievement of educationally disadvantaged students. Improvement was also anticipated in the areas of self-reliance, personal worth, attitudes toward reading, and attendance. The subjects, 144 second, third, and fourth graders, were selected on the basis of their scores on a…

The Hartford Public School District has set up and is maintaining three Intensive Reading Centers, each of which provides a 10-weeks reading program for first graders. The purpose of the program is to improve the reading achievement of disadvantaged children. Children in groups of 10 or 11 move from teacher to teacher at 50-minute intervals. They…

Almost 900 children in grades 1 through 8, with reading difficulties, are given special individualized instruction at the Yuba County Reading-Learning Center each year. Operating on a twelve-months basis, the Center seeks to improve the children's reading and verbal skills and bring about more positive attitudes toward school and education. The…