This program, included in "Effective Reading Programs...," serves 150 children in kindergarten through grade 9 who are reading below grade level and show measurable potential for improvement. The activities in which children engage depend on the diagnosis of their skill deficiencies. At each grade level, a reading specialist leads small…

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

A language program was developed which was based on three areas of psycholinguistic abilities associated with auditory processes. The major aim of this study was to test the effect of this specially devised program on reading competence. Another aim was to test the effect of the program on reading attitude and spelling competence. Fifth grade…

Compares two instructional programs--the structure of the Intellect-Learning Abilities and the Language Experience in Reading--utilized in a rural midwestern laboratory school. Reports no significant difference between experimental and control groups in four out of five operation areas, although the control group scored significantly higher in…

The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level of underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses.…

The BRONCOS reading improvement project is a Right to Read program operating in six Rhode Island schools (five public, one parochial), designed to improve the communication skills of 1,554 students in kindergarten through eighth grade. The program was designed to accomplish a greater degree of individualized instruction. Existing reading programs…

The New York City Board of Education's Title I program, "Learning to Read through the Arts," teaches skills in reading through involvement in the arts, builds self-confidence, improves self-image, and adds to the experiences of the participating children. If children are able to read material and apply the information thus acquired to…

Presents the Language-Experience Approach (LEA) of teaching beginning and remedial reading, describing how it may be used in the science classroom. Provides step-by-step instructions on how to incorporate the LEA into science laboratory activities and gives tips on how to structure the class to accommodate different levels of readers. (JM)

This paper analyzes some of the conditions affecting the introduction of innovations in reading instruction in post-war Britain. The relationship between these innovations and research is explored. Section one presents background information and discusses possible causes for the influx of innovative techniques in reading instruction in the 1950s…

A supplemental reading program designed to increase basic reading vocabulary was implemented as a practicum project with first-grade students demonstrating deficiencies in reading. The students were assigned to teams (organized according to alphabetized lists of topics generated by the students) to write, illustrate, and read books cooperatively…

A whole language approach is emphasized in the reading clinic at the University of Missouri (St. Louis) because disabled readers need to practice their skills simultaneously in speaking, listening, and reading. At the clinic, teachers are encouraged to learn and use several approaches to teaching reading. However, the language experience approach…

This revised evaluation supplement to the "DOVACK Method for Teaching Reading Project Report" corrects errors in the report's original evaluation supplement with respect to the results of the 72-day and 108-day DOVACK Random Sample Vocabulary Recognition Tests employed to measure the effectiveness of DOVACK as a language experience…

Intended for reading teachers, this resource book provides a variety of practical suggestions and materials for motivating students to read. Chapter one deals with removing roadblocks to reading, including such things as low expectations, a poor self-concept, lack of self-control, lack of flexibility, and lack of time and of interest. Chapter two…