This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

This book, written in Chamorro, is part of a series used in the bilingual education program in Guam. It is an elementary reader with many illustrations. (SK)

A computer-assisted instructional system has been implemented in 21 elementary schools in Chicago. The system runs on a UNIVAC 418-III computer which processes concurrently the reading, language arts, and mathematics drill and practice strand programs of the Computer Curriculum Corporation. All students participating qualified under the Elementary…

A year-long institute was held at Tennessee Technological University to train teachers as school librarians, with emphasis on using the media center in reading instruction. The institute's objectives were: 1) to provide economically and educationally deprived teachers with graduate training; 2) to train participants in the use of media centers in…

Four paradoxes appear in research on learning to read: (1) the ability to name letters is a good predictor of reading readiness, yet letter-naming training does not help children learn how to read; (2) visual discrimination is often better in poor readers than in good readers; (3) learning to read two languages is easier than learning to read one;…

This book is a study of the perceptual dysfunctions prevalent in disadvantaged children together with materials and methods helpful in remediation of reading problems. New perspectives are considered provided the educator, due to the redefinition of such terms as "reading" and "intelligence," the distinction of "learning readiness" from "reading…

This looseleaf booklet provides Pittsburgh Diocesan administrators and teachers a step-by-step guide to the nongraded program toward which most Diocesan schools have been working for the past 15 years. The guide embodies information on parent-teacher conferences, testing, grouping, and the program mechanics and philosophy. Mathematics and reading…

A series of programs in Claiborne County, Mississippi, designed to improve interpersonal relations and preschool and first-grade reading instruction was evaluated. Part of a plan designed to aid majority Negro rural isolated school districts, these programs consisted of (1) inservice training for teachers, (2) a preschool readiness program using…

This document describes the efforts of program administrators to implement an organic curriculum in a Boulder, Colorado, high school. The chief program administrator coordinated efforts to develop instructional materials and a curricular program in English, reading, and social studies based on the needs and experiences of local students. Organic…

In September 1970, Behavioral Research Laboratories of California (BRL) assumed jurisdiction over the entire curriculum at the Banneker School in Gary, Indiana. The elementary school resembles most well-maintained, well-supported surburban schools, with the one exception that the student body and most of the faculty are black. The program as…

This booklet is written for use in university and college courses on the teaching of reading in the elementary grades. It is also written to assist supervisors, teachers, teacher assistants, and student teachers in knowing what to teach in reading and in planning activities to help children learn to read to their maximum potential. Parents also…

A reading improvement program for student teachers was designed to help them to (1) understand the reading process, (2) secure fundamental reading skills, (3) read critically and comprehend aesthetic aspects of certain types of reading materials, (4) integrate and apply problem solving skills, and (5) understand the importance of vocabulary to…