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YOES, DECK, JR. – 1967
SEVERAL TITLE 1 PROJECTS IN TEXAS ARE READING IMPROVEMENT PROGRAMS FOR MEXICAN-AMERICAN CHILDREN. EL PASO'S PROJECT SECOND CHANCE PROVIDES EACH CHILD WITH SPECIAL READING INSTRUCTION IN WELL-EQUIPPED READING CENTERS AND AFTER-SCHOOL STUDY CENTERS WITH TUTORIAL AIDES. A PROJECT ON READING RETARDATION, THE DEL RIO PROGRAM, AIMS FOR READING…
Descriptors: Bilingual Students, Corrective Reading, Disadvantaged Youth, Migrant Children
Download full textGlassner, Leonard E. – 1967
The Transition Room Program of the Pittsburgh Schools was defined and evaluated by the staff, the administration, and a program evaluator from the Office of Research. The definition included general objectives, anticipated outcomes, student criteria and characteristics, staff qualifications and functions, media, student activities, and staff…
Descriptors: Corrective Reading, Elementary School Students, Organization, Program Content
Grant, Eugene B. – 1969
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…
Descriptors: Content Area Reading, Corrective Reading, Developmental Reading, Inservice Teacher Education
New York City Board of Education, Brooklyn, NY. Div. of Strategic Planning/Research and Development. – 1991
A study described the 1989-90 Chapter 1 Corrective Reading program, and evaluated the effectiveness of its implementation. The program provided supplementary reading and writing instruction to eligible students from 177 New York City nonpublic schools. Three modes of instruction (face-to-face, computer-assisted, or both) were provided to 9,698…
Descriptors: Computer Assisted Instruction, Corrective Reading, Educational Research, Elementary Secondary Education
Bloomington Public Schools, MN. – 1967
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…
Descriptors: Content Area Reading, Corrective Reading, Curriculum Guides, Developmental Reading
Peer reviewedTorgesen, Joseph; Myers, David; Schirm, Allen; Stuart, Elizabeth; Vartivarian, Sonya; Mansfield, Wendy; Stancavage, Fran; Durno, Donna; Javorsky, Rosanne; Haan, Cinthia – National Center for Education Evaluation and Regional Assistance, 2006
According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…
Descriptors: Program Effectiveness, Grade 5, Grade 4, Grade 3
