Effects of assignment to a regular classroom, to a resource room, or to a remedial reading group were examined in a study of gains in reading achievement of 49 elementary school boys. Measures used included the Slosson Intelligence Test, the Wechsler Intelligence Scale for Children, the Primary Mental Abilities Vocabulary subtest, and the…

Forty-three reading programs identified by Kentucky school districts are briefly described. Program descriptions are organized into four sections: lower elementary, upper elementary, intermediate middle school, and secondary school. Within each section, programs based on a variety of philosophies and approaches are presented. (AA)

This report examines the cost effectiveness of reading programs, as part of a large-scale evaluation of compensatory reading programs. Results from a cost analysis of these programs and from an examination of the cost-assessment model used are presented in two other reports. No conclusive relationship was found between the cost of a program and…

This report describes the results of a study of the cost and cost effectiveness of 27 summer reading programs, carried through as part of a large-scale evaluation of compensatory reading programs. Three other reports describe cost and cost-effectiveness studies of programs during the regular school year. On an instructional-hour basis, the total…

Describes what one district has done to comply with Lau regulations; examines the uneasy relationship that has developed between the district and the Department of Health, Education, and Welfare (HEW); and discusses some of the implications for control of local schools inherent in the district's conflict with HEW. (IRT)

Surveyed administrators at 25 institutions of higher learning in West Virginia concerning administrators' perception of reasons for establishing reading improvement programs, the importance of the programs, and the administrators' interest in and plans for the programs

Childrens' reactions to integrated nutrition education activities were assessed. (Author/BB)

Points to research findings that have implications for the staffing and administration of college-level study skills centers. (GW)

The author explains how a humanistic curriculum can function as a component of systems in which learning outcomes are predicted, and in which students' and teachers' responsibilities are defined clearly. (GW)

Describes a remedial program in seven public and private elementary schools in a mid-western city and its effects on underachieving students' perceptions of responsibility for achievement. Results indicate a marked change in students' attitudes. (Author)

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

Considers the research base and political forces guiding the direction of the movement toward enrolling four-year-olds in academic programs: (1) remedial intervention programs for economically disadvantaged children; (2) need for change in decaying school programs; and (3) the urgent need for increased day care services. (Author/LHW)

Traces the evolution of the basic writing program at the University of Louisville, as related by its first seven directors. Concludes that pedagogical and political strategies that worked took advantage of the academic and student community around them; unsuccessful ideas were those imposed without consideration of local context. (SR)

The special program component of the St. Louis desegregation plan is reviewed. Some of the nonintegrated schools have been improved in the following ways: (1) better instruction; (2) additional staff; (3) remedial, compensatory, and enrichment programs; (4) parent programs; and (5) parent staff seminars. Financial and legal support should increase…

Describes a Pennsylvania county school district's efforts to restore summer school despite budget restrictions and declining enrollments by combining forces with 14 other schools. Five local superintendents developed a plan for a countywide remedial program charging students $60 tuition for each 2-hour course taken. (MLH)