Because students in remedial classes often become better readers without becoming better writers, a year-long experimental "change of focus" in a Title I remedial program attempted to close this gap by placing a greater emphasis on overcoming writing skill deficits than on overcoming reading skill deficits. To address teacher concerns…

The Reading Assistance Program at San Jose State University was introduced through the aid of credential candidates from the reading specialist, educational counseling, and bilingual-multicultural specialist programs. Low-achieving university freshmen were taught in small groups using the jigsaw technique in which each student is given a piece of…

The booklet describes a rationale for teaching junior high school level learning disabled (LD) students. The author discusses how to recognize an LD profile, how to screen for learning disabilities, and how to diagnose using the discrepancy model (chart illustrating the difference between I.Q. expectancy and actual performance). A description of…

This evaluative report provides information about a remedial reading program in a Canadian school district. Various sections of the report deal with the following areas: the purpose of the evaluation project; procedures and sample; major findings according to remedial reading teachers, two groups of taxpayers, remedial reading pupils, and…

An inservice program designed to assist teachers to develop instructional strategies for high school students with poor cognitive skills is described in this paper. The discussion focuses on the employment of a "prima-facie analysis technique" designed to give the teacher and student immediate feedback about the student's reading behavior, to…

This dissertation discusses specific aspects of reading programs in thirteen selected countries: England, The Netherlands, Denmark, Norway, Sweden, Switzerland, Israel, Iran, India, Nepal, Japan, Australia, and New Zealand. Chapters examine such topics as present educational policies, teacher training, native language, reading methods, research in…

Empirical behavior principles were applied to the development of remedial teaching procedures and materials for retarded and emotionally disturbed students ages 5-8. Students were referred by schools as severe behavior problems or extreme learning disability cases; intelligence ranged from retarded to normal. Research, conducted in two laboratory…

Discussed is an experimental demonstration class for children exhibiting severe language disabilities. Staff includes teacher-therapist, classroom aide, psychologist, audiologist, speech and language pathologists, and occupational therapist. A theoretical framework is provided through discussion of phonological, semantic and syntactic aspects of…

This book addresses the problems of reading and the teaching of reading in the United States, where 43% of children test below grade level in reading and 42 million adults are functionally illiterate. The book contends that both the whole language approach and phonics are not viable methods of teaching reading and explains why. It argues that the…

Dissertation on which this article is based is to be published, in a condensed form, as C.I.E. Research Monograph No. 7 by Oxford University Press (India). (VM)

The purpose of this study was to determine whether a highly structured program would improve the school readiness of disadvantaged preschoolers. Results suggest that curricula should be developed from many diagnostic instruments in both cognitive and social areas. (Author/BY)

Describes a program designed to teach content area vocabulary that resulted in vocabulary growth and improved comprehension. (AEA)

Discusses: (1) educational changes that have led to a national decline in literacy; (2) a college philosophy course in which students are trained to write philosophical essays; (3) ways to integrate reading and writing skills into the teaching of a discipline; and (4) college level mini-courses in reading and writing skills that supplement classes…

Sketches the historical movement from orality to literacy that Walter J. Ong theorizes, applying it to basic writing instruction for open admissions students. Suggests that teachers first concentrate on narrative and rhetoric to develop writing about particularized details, saving sentence control exercises such as sentence combining for…

Advocates individualizing remedial writing courses at the college level and describes three programs that emphasize individual placement, focus on student writing rather than on workbook materials, and offer peer tutoring. (MKM)