Designed to treat reading problems which are beyond the scope of regular classroom reading instruction, the clinic program provides for short, moderate, and long term remediation. Diagnosis of pupils referred by the schools is conducted by a team consisting of a reading clinician, psychologist, nurse and speech and hearing specialist. Based on the…

The three primary objectives of the Project Conquest program are (1) to raise the reading ability of mentally able disadvantaged children to where they can function successfully in regular classrooms, (2) to improve their self-concepts and academic aspirations, and (3) to train regular classroom teachers in remedial reading techniques. Children…

The problem of this study was concerned with instruction in reading rate acceleration and the effects upon comprehension. Correlates of reading achievement, sex, IQ, age, and interest were also considered. A six-week reading rate training program was completed by the three experimental classes randomly selected in each of grades two, four, and six…

The purpose of the study was to determine if measures of first grade readiness, scholastic aptitude, and reading achievement were significant predictors of reading achievement at the end of third grade for Mexican American students from 2 lower socioeconomic levels. Students (47 boys and 47 girls) who had completed their third year in the…

This report summarizes the findings of a Fall 1970 administration of the Basic Prereading Skill Test to 162 entering kindergartners. The test is being developed to diagnose prereading skill deficits in kindergartners and to predict end-of-first grade reading achievement. Included in the Fall administration were subtests for attending to letter…

This review of the literature on kindergarten assessment and its relationship to primary reading achievement is divided into the the following sections: (1) studies which support early assessment; (2) studies which suggest the use of a battery over a single readiness test; (3) studies which utilize assessment data for treatment purposes; (4)…

The effects of a teacher-training program on the reading scores of 49 students enrolled in special learning-center classes were investigated in a sample of 49 seventh- through twelfth-grade students. Four reading teachers who participated in inservice training classes were pre- and posttested to determine attitudes toward child-centered…

The effects of a model resource program on the reading skills of handicapped children were assessed in comparisons between handicapped students who participated in the model program and similar students who participated in the resource center program before the model was implemented. Reading skills were assessed at the beginning and end of the…

The six levels of understanding used to compare the skills of achieving and nonachieving readers investigated in this study were taken from the cognitive domain of Bloom's taxonomy of educational objectives. It was hypothesized that there is a significant difference, favoring achieving readers, between mean total scores of achieving and…

The effects of an extended, individualized reading program on vocabulary, comprehension, and total reading skills were investigated in a sample of 39 underachieving, black seventh-grade pupils. No significant differences were found between experimental groups and control groups on any of the measures of reading achievement, but the experimental,…

This report discusses the fourth year of a remedial reading program for disadvantaged second-through-fourth-grade pupils. Separate sections deal with program goals and objectives; selection of participants; reading resource centers; measurement and analysis of reading achievement, self-concept attitudes toward reading, attendance, and parental…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, includes a discussion of the relationship of classroom observations and effectiveness in the phase two sample of noteworthy…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, focuses on the reclassification (according to funding) of the 92 schools originally categorized as unclassifiable, reporting…

This study examined the prediction of reading achievement for 144 second-, third-, and fourth-grade children in classrooms differing in program openness. Intercorrelations of nine cognitive and personality variables were factor analyzed, and four components representing creativity, conceptual tempo, attitude, and intellectuality were extracted.…

This study compared reading-achievement scores, reading-attitude scores, and self-concept scores of fourth- and sixth-grade students of different ability levels who were taught reading with and without the use of a management system. Results indicated that fourth-grade students with STEA scores of 95 or below had better reading achievement and…