Edited version of a speech given at the Conference on the Language Component in the Training of Teachers of English and Reading held in April 1966, in Washington, D.C. by the Center for Applied Linguistics and the National Council of Teachers of English. (DS)

This is a report of two inner city school systems which are following new approaches to increase pupil's reading skills and academic achievement. The experiences to date of the Washington, D.C., Board of Education with the Reading Mobilization Year, and those of the Gary, Ind., Board of Education and the Behavioral Research Laboratories are…

In spite of Houston's booming economy, employment and educational opportunities for blacks have changed little over the past decades. (BH)

Describes the nature and problems of migrant education in Illinois,and concludes that the educational programs are creative, flexible, and varied. (DM)

Describes a Title I ESEA program for educationally deprived children in small town-rural areas in central Illinois. Program involves motor and perceptual development, improvement of self concept, attendance, and health. (DM)

Twenty-four Greek mountain village children were studied to examine the expectation that early, environmentally induced, cognitive retardation may be partially reversible. Children were tested at six and one-half years and again after four and one-half years of schooling. The results do not support such an expectation. (Author/PN)

Urges teachers to present educationally disadvantaged students with great stories, not just the "basics." (JL)

Examines how children with special needs can best be identified and categorized without "labeling" them and discusses proven procedures or strategies for use with children who need special or diverse reading instruction. (GC)

Discusses the increasing concern with the need to study the problems of the poor, particularly Blacks, to remedy their plight. Reviews the research of many who have studied the culturally and educationally disadvantaged. (JOW)

Examines social phenomena of the 1980s which will affect adult education, identifies specific challenges in the provision of educational services to all adults, and suggests ways adult educators may address these challenges. (SK)

Two rebuttals to William Cooley's criticisms of Title I programs in the January 1981 issue of "Educational Leadership" claim he incorrectly interpreted the data on the effectiveness of the programs. Cooley responds. (MLF)