This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems…

The ACT National Curriculum Survey is a one-of-a-kind nationwide survey of educational practices and expectations conducted by ACT every 3 to 5 years. ACT surveys thousands of middle school/junior high school, secondary, and postsecondary teachers in English/writing, reading (including English language arts and social studies teachers),…

THE TOWN OF BATAVIA, ILLINOIS, EXPERIMENTED WITH A PLAN FOR TRAINING ITS OWN READING TEACHERS. FORMER TEACHERS AND OTHER WELL-QUALIFIED INDIVIDUALS LIVING IN THE COMMUNITY WERE HIRED TO TEACH 2 TO 4 DAYS EACH WEEK. DURING THE PRESCHOOL PLANNING DAYS, THE SPECIAL READING TEACHERS (ONE FOR EACH ELEMENTARY SCHOOL) MET WITH THE READING COORDINATOR TO…

This paper presents a series of practical suggestions for remedial reading teachers, particularly those who are newly appointed or who have been assigned to a new school setting. The suggestions are organized into five main sections: structuring the job, planning for efficient use of the remedial teacher's time, developing relationships with…

A remedial reading program can be justified if it is well managed. Such a program is characterized by effective planning, organization, staffing, direction, control, innovation, representation, and communication. The key to a well-managed remedial reading program is a responsible principal. The principal should organize a committee to handle…

THE INDIANA READING QUARTERLY AIMS TO PROVIDE A COMMUNICATION LINK WITH THE VARIOUS LOCAL COUNCILS SCATTERED THROUGHOUT THE STATE. MOST OF THE ARTICLES SHOULD INTEREST INDIANA'S CLASSROOM TEACHERS, SINCE THE JOURNAL'S MAJOR FOCUS IS READING INSTRUCTION IN INDIANA. MOST OF THE ARTICLES WILL BE WRITTEN BY EDUCATORS IN INDIANA. VOLUME A OF THE…

Forty first-grade classes were divided into four treatment groups to determine the effectiveness of three reading methods with low ability students. Treatment A subjects used the regular basal program. Treatment B subjects used the same basal program, with the low subgroup receiving additional instruction from remedial reading teachers. Treatment…

Reading instruction provided by classroom, remedial, and resource teachers (n=48) in six schools was observed. Findings showed that the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques. Comparable time was also devoted to comprehension, decoding, and indirect reading…

COOPERATIVE RESEARCH PROJECT-2698 WAS EXTENDED TO THE SECOND-GRADE LEVEL IN ORDER TO DEVELOP AND MEASURE THE EFFECTS OF INDIVIDUAL OR SMALL-GROUP INSTRUCTION FOR LOW-SCORING SECOND GRADERS IN READING, OF LESSONS ADAPTED TO THE NEEDS OF THE LOW GROUP, AND OF INSERVICE TRAINING OF TEACHERS. SECOND GRADERS WHO RECEIVED TOTAL METROPOLITAN ACHIEVEMENT…

To determine the effect of training in reciprocal teaching on collaborative learning, a study of six middle school remedial reading classes was undertaken. Reciprocal teaching is a method in which the teacher participates both as a leader and as respondent. Before the experiment began, the teachers were trained for a day in reciprocal teaching and…