This report describes a case study conducted to determine the way two elementary schools implemented the study skills element of the Wisconsin Design for Reading Skills Development and to assess the program results. Following a description of the Wisconsin Design and its study skills element, the report outlines the design of the case study;…

This booklet outlines 73 reading programs that have been successfully used in elementary or secondary schools across the United States. Program descriptions include the nature of the program, its achievements, how the program works, required materials and activities, necessary staff training, basic costs, current status, and where additional…

Classroom teachers frequently need techniques for assessing students' reading comprehension; the retelling technique is a useful tool for this purpose. The technique is divided into two parts, the unaided retelling and the aided or directed retelling. During both parts, open-ended, divergent questioning techniques are used. An excerpt from a…

The purpose of this study was to describe the time-in versus time-out behaviors of successful classroom teachers during reading instruction. Twenty-four primary teachers whose students had averaged 1.27 academic years of growth in reading per eight months instruction were selected. Each teacher was observed and her behaviors recorded on the Time…

This is a primary-level Portuguese reader for use in a bilingual education program. Three illustrated stories provide elementary vocabulary and reading practice. A vocabulary list follows each story. (AM)

This report documents the 1972-73 field test of teacher training techniques for the Prereading Skills Program. The program is a kindergarten-level instructional program designed to prepare children for beginning reading instruction. Four teachers in three Wisconsin schools participated in the field test of teacher training techniques. Fourteen…

This three year study compared three organizational plans for teaching remedial reading by spending one year each at different grade levels: primary, intermediate, and seven-eight, in that order. In the first plan a reading consultant tutored childen individually in a reading clinic. In the second plan a master reading teacher provided aid in…

In an examination of the problem of national mathematical illiteracy, the math student, the math teacher, and the math problem are discussed. The math student may have defects, deficiencies, disruptions, and/or differences in the cognitive abilities required to perform a mathematical problem. The math teacher may tend to be less verbal and less…

The purpose of this study was to develop a reading program using dramatic literature, informal dramatization, and a series of related written exercises to increase reading comprehension skills. It was also the purpose of this study to determine if such a program would produce a more favorable attitude toward reading on the part of the students in…

Over 100 simple, easy-to-make activities for building specific reading skills in six areas, readiness, sight word knowledge, phonetic analysis, structural analysis, comprehension, and critical reading, are presented for the elementary teacher to use as tools in individualizing reading instruction. Each game activity has been tested and complete…

This guide describes where specific skills are emphasized in the three reading texts (published by Ginn, Holt, and Lyons and Carnhan) used in the intermediate grades in the Stoneham (Massachusetts) Public School System. The four major sections of the book are color-coded and include phonetic and structural analysis, vocabulary development, study…

In discussing instructional approaches to reading, this book offers several definitions of reading and discusses teaching techniques, including early methods, the basal approach, and recent trends, among them the phonics approach, the linguistics approach, the language experience approach, the initial teaching alphabet, individualized reading,…

The purpose of this study was to compare the effectiveness of two instructional strategies for six phonic word-attack skills objectives. The study was undertaken in order to identify training procedures for helping teachers to become more effective at reading instruction. Written criterion-referenced phonic word-attack skills pretests were…

This study sought to determine whether varying the levels of initial diagnosis was related to gains in reading achievement after a maximum period of ten weeks of instruction. The subjects were students enrolled part- or full-time at Parkland College, a public community college located in Champaign, Illinois. Students were assigned to one of three…

The purpose of this study was to investigate changes in grade point averages for students enrolled in speed reading classes and student enrolled in study skills classes by comparing grade point average before and after instruction. Twenty-seven speed reading students were matched with twenty-seven study skills students on the basis of sex, year in…