One of the twelve exemplary reading programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program uses a variety of cross-referenced materials and small group instruction to develop students' reading skills, vocabulary, and reading comprehension.…

This handbook includes assorted checklists, calendars, guides, and forms to help in managing a high school reading laboratory. The program is based on a diagnostic-prescriptive, skill-centered approach to the teaching of reading. Procedures related to the philosophy of the program, organization and storage of materials, record keeping, and testing…

Contains observations on teacher training and program approach in reading at the Agnes Russell School at Columbia University and the Exemplary Center in Salt Lake City. (TO)

Reviews research on the effectiveness of parental involvement in improving elementary school-aged children's reading skills. Studies show that parents can enhance their children's reading ability, but parents desire training in specific strategies. Two feasible programs are presented, although more research is needed on various home reading…

Intended for use by administrators, teachers, and parents, this book describes a clinical/support, kindergarten through grade 12, reading program designed to provide a balance between the characteristics of the students and the learning environment. The handbook contains eight sections, the first an introduction outlining the program's philosophy…

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…

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…

Reported is a project for 38 teachers, enrolled in a graduate school reading course, who participated in a Title I summer reading program for 313 low achieving ghetto students. The teacher-graduate students served as tutors four days per week and attended college sessions on the fifth day. These sessions were devoted to instruction in the use of…

Junior colleges with open enrollment policies have as students many of the adults in this country whom national surveys and studies have indicated are functionally incompetent or barely literate. This paper contains a review of the literature concerning junior college remedial reading programs and compensatory education programs. The four…

Some practical steps for organizing programs for secondary level nonreaders are presented in this book. Included are chapters which describe common characteristics and problems of nonreaders, discuss alternative reading approaches for the teacher or tutor who is not an expert in reading, and explain specific techniques for teaching nonreaders. Two…

Administrators, trained Reading Recovery teachers, teachers in training, classroom teachers, and parents of Reading Recovery students from across the state of Maine were asked to complete surveys about their impressions of the Reading Recovery program during the 1994-95 school year. Respondents' comments were summarized by Reading Recovery team…

This report summarizes and evaluates the Reading Recovery (RR) program across the state of Maine for the 1994-95 school year. The report examines the children who were served, their progress through the program, and their performance on various measures of literacy skill. It states that about 41% of all children in Maine who were eligible for…

This article investigates the impact of assigning poor-prognosis first-grade students to separate transition rooms, and contrasts it with giving similar children (transition eligible) regular instructional settings and under an individualized program, the New Reading System. (Author/CP)

A study examined the first year of implementation of a college reading program developed at the University of Arkansas at Monticello. The study consisted of two separate analyses. In analysis 1, the characteristics of students who were required to enroll in the remedial reading program were studied to determine trends and develop profiles for the…