This program was designed to improve reading skills and to provide intensive remediation for students in grades six through nine. Specialized materials and equipment were provided by Educational Development Laboratories (EDL). The EDL Reading Laboratory utilized the Learning 100 program, a multi-modality developmental and remedial program. Small…

This evaluation of the Education Consolidation and Improvement Act (ECIA) Chapter 1 programs in the 16 participating schools and camps of the California Youth Authority presents findings for the year 1983-84. The students enrolled in the program were severely academically disadvantaged teenagers (reading and mathematics abilities five or more…

Highlights of a followup study involving 1,179 remedial reading students in Rhode Island, grades 2 and 4, were examined. Since the study focused on determining the effect of Title I programs beyond one school year, the sample included students who did and did not continue to receive Title I services. It was not possible to determine whether each…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This volume reports the results of the 1972-1973 school-year study (phase two), which involved pre- and posttesting of all students in the second, fourth, and sixth grades of a subsample of the…

Selected results from a study of compensatory reading programs sponsored by Title I and by other sources are presented and discussed. Various phases of the study included a questionnaire survey of a nationally representative sample of elementary schools, pre- and posttesting of students in grades two, four, and six of a subsample of the original…

Estimates of reading ability for second through fourth grade Title I pupils were obtained through grade-level and out-of-level testing. Results show that the method of testing affects the students' scores, the identification of pupils needing remedial reading instruction, and evaluation of the reading program. (JKS)

Boston's Title I High School Reading Program (1977-78) was intended to meet the needs of educationally deprived children from low-income families. Although few test scores were available, it appeared that 50 percent of the program students achieved the designated one-year gain in reading comprehension. Only 4 percent of the approximately 425…

This report evaluates Boston's Title I Elementary Reading and Mathematics School Programs for 1980-81. Ninety-eight percent of students enrolled in the programs received Title I instruction five days a week. Instruction was highly individualized, and teachers and aides used individualized daily planning. On the average, students attended school on…

The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73…

This handbook on Chapter 1 was developed for public school teachers in Pittsburgh, Pennsylvania. The first section deals with Chapter 1 regulations and guidelines for: identifying eligible schools and attendance areas; identifying and selecting eligible children; and the participation of nonpublic schools in the Chapter 1 program. The following…

Title I reading and math outcomes for the school years 1980-81 and 1981-82 in the District of Columbia's public schools (grades 1, 2, 3 and 7) are the subject of this report. In both school years, achievement gains in reading exceeded program objectives for grades 3 and 7 but not for grade 2 (grade 1 scores were not used due to a technical…

Project STAR (Elementary) in the Cleveland Public Schools is designed to improve reading and vocabulary skills for grades 4-6 by providing 2,700 selected students with daily 40-minute sessions in STAR Learning Centers in 42 elementary schools. Eight to twelve students at a time use an individualized, self-pacing audio approach to remedial reading…

Five hundred twenty-six second through sixth graders were identified as needing supplementary reading instruction, their specific needs were diagnosed, and intensive prescriptive instruction was provided. A lab oriented learning center environment was prescribed which included a listening/viewing center, a decoding center, a game center, a library…

Forty-nine sophomore students identified from reading and nonverbal IQ scores received remedial reading instruction, based on individual, diagnostic reading evaluations, in small classes of 10 to 15 students for one hour each day of the school year. Thirty-four received remedial instruction for the full academic year; 15 received instruction for…

This research project investigated the differences in reading achievement levels between students enrolled in Title I compensatory education programs and other students in the same school. Both groups also were compared to similar students in a school which did not receive Title I benefits. The evaluation process was based on an analysis of…