An individualized reading program was instituted in several terminal classes at the sophomore and junior levels in a Sacramento, California, high school. The students read at levels ranging from virtual nonreaders to seventh grade and did not intend to go to school after high school. The program involved transforming the classroom arrangement to…

Almost 900 children in grades 1 through 8, with reading difficulties, are given special individualized instruction at the Yuba County Reading-Learning Center each year. Operating on a twelve-months basis, the Center seeks to improve the children's reading and verbal skills and bring about more positive attitudes toward school and education. The…

This manual, designed to follow "English Alphabet Book 1," presents an English phonetic reading program for children beginning to learn how to read. It contains an alphabet chart with pictures which symbolize words using the sounds of the respective letters. Other pages are devoted completely to the sounds of the vowels, reinforced with common…

This handbook is intended to give the working teacher some background and practical suggestions for helping adults become effective, independent readers. Chapters One and Two give a brief overview of adult literacy training and look at some of the basic human needs of adults who have returned to school. Chapters Three and Four define the basic…

The problems of Indian children as students in the educational system, and particularly the problems associated with learning to read, are discussed in this paper. The Indian child is not basically a competitive individual; hence, he cannot understand the traditional classroom's emphasis upon individual achievement. In general, the Indian student…

The Program to Strengthen Early Childhood Education in Poverty Area Schools organized by the New York City Board of Education during the 1969-70 school year constituted a recycling of a similar program conducted during the previous year: both were funded under ESEA Title I programs. The two major objectives of the program were: (1) to improve the…

The Program to Strengthen Early Childhood Education in Poverty Area Schools, organized by the New York City Board of Education, constituted a recycling of a similar program conducted during the previous year, and was also funded under E.S.E.A. Title I Programs. The goals were: (1) to overcome deficits in verbal, conceptual, and cognitive…

This book is a compilation of articles that are related to reading instruction. The materials covered in the seventeen chapters are: "Perspectives on Reading,""The Psychology and Psycholinguistics of Reading,""Reading Readiness,""Beginning Reading,""Measuring Reading Outcomes and Determining Needs,""Grouping for Effective Reading…

This study assessed the effect on reading achievement scores of school-recommended reading activities completed in the home by first graders as assisted by older members of the family during non-school hours and apart from the school program. The families of 90 first graders from a high socioeconomic level and small urban-residential district were…

Since a large number of the pupils at each of the three schools examined in this document had shown a need for compensatory services, they were classified as Title I schools and thus were qualified to receive supplementary funds and additional personnel through Title I, 1965 Elementary and Secondary Education Act grant allocations. In addition,…

The Elementary Secondary Education Act of 1965 Title I Transition Classes were designed to establish a more stable yet flexible learning environment specifically adapted to the adjustment needs of selected disadvantaged pupils in the initial year of junior high school. Unique dimensions of the project included sefl-contained classes, teacher-team…

The objective for the Kansas Right-to-Read Program is to assure that every child enrolled in regular classrooms in public schools in Kansas shall be able to read fifth grade level material with at least 75 percent comprehension and a reading rate of at least 125 words per minute. This objective will hopefully be reached by 1980. It is proposed…

This paper provides a rationale which rejects misinformation, assumptions, and biases as bases for decision making on the use of i.t.a. in teaching reading and writing to primary school children. A discussion is provided which questions the reality of professionalism in teacher-administrator populations as well as the reality of a concern for the…

This paper, presented at the eighteenth annual convention of the International Reading Association, identifies the problems that reading may create in teaching social studies from kindergarten through grade twelve. Three alternatives are suggested for use when reading becomes difficult: (1) change the reading level of the material, (2) change the…

Designed as a comprehensive district-wide elementary education program, the Directed Learning Program, funded under Title I of the 1965 Elementary and Secondary Education Act, is meant to encourage learning at an individual rate related to achievement ability rather than to age. The basic for instruction is the home base group in which students…