A SPECIAL COURSE DESIGNED TO MEET THE NEEDS OF STUDENTS WHO ENTER HIGH SCHOOL WITH ACHIEVEMENT IN MATHEMATICS BELOW THE SIXTH-GRADE LEVEL IS PRESENTED. AFTER COMPLETION, THE STUDENTS WILL BE QUALIFIED TO TAKE THE ESSENTIAL MATHEMATICS COURSE DESIGNED FOR STUDENTS WHO ARE NOT PLANNING TO ENTER COLLEGE. THE BASIC CONCEPTS, UNDERSTANDINGS, AND SKILLS…

IT IS OFTEN DIFFICULT TO FIND INTERESTING MATERIAL FOR REMEDIAL READING PROGRAMS. STUDENTS OVER 14 YEARS OF AGE, BUT STILL IN GRAMMAR SCHOOL, FOUND NEWSPAPERS TO CONTAIN INTERESTING AND PRACTICAL MATERIAL. BECAUSE OF THE GREAT VARIETY OF ARTICLES CONTAINED THEREIN, NEWSPAPERS ARE RELEVANT TO EVERY AREA OF THE ELEMENTARY CURRICULUM. THEY CAN BE…

REGULAR MAIL ORDER CATALOGS MAY BE USED AS A SOURCE OF MATERIAL FOR TEACHING MANY PRACTICAL LESSONS TO GROUPS OF STUDENTS WHO MAY BE POTENTIAL DROPOUTS. A UNIT CENTERING ABOUT THE USE OF SUCH CATALOGS WAS DEVELOPED IN A CLASS OF STUDENTS 14 YEARS OF AGE OR OLDER BUT STILL IN ELEMENTARY SCHOOL. LOOKING UP AND ORDERING ITEMS FROM A CATALOG CAN…

In the Distar (Direct Instructional System for Teaching) reading program developed for inner city children, the fundamental assumption of the program's designers is that disadvantaged children lack certain basic language skills, information and behavioral patterns, which prevent them from mastering the reading process. This paper focuses upon the…

The effects of homogeneous ability grouping versus heterogeneous grouping on the reading achievement of 18 slow learners at the first grade level are studied here. Two matched groups, each containing 9 pupils classified as slow learners from reading achievement based on Metropolitan Reading Test scores, are placed in homogeneous and heterogeneous…

MORE THAN 10,000 CHILDREN ATTEND SCHOOLS WHERE THERE ARE NO SCHOOL LIBRARIES. SIXTY-SIX PERCENT OF THE ELEMENTARY SCHOOLS DO NOT HAVE A SCHOOL LIBRARY. EVEN SCHOOLS WITH CENTRALIZED LIBRARIES HAVE FEWER THAN FIVE BOOKS PER PUPIL, AND MANY ARE WITHOUT PROFESSIONALLY TRAINED LIBRARIANS. BECAUSE OF THESE STATISTICS A SPECIAL ISSUE ON ELEMENTARY…

The Direct Instructional System for Teaching Arithmetic and Reading (DISTAR) was developed to provide beginning and remedial instruction to disadvantaged children. This paper describes the DISTAR reading program, noting its heavy emphasis on programmed learning and repetitive drill exercises; it then cites the opinions of proponents and opponents…

The Direct Instructional System for Teaching Arithmetic and Reading (DISTAR) was developed to provide beginning and remedial instruction to disadvantaged children in preschool and the primary grades. The method places heavy emphasis on structure, programmed learning, drill, and repetition. To determine teachers' opinions of the DISTAR reading…