A READING PROGNOSIS TEST TO MEASURE FUTURE ABILITY, BASED ON PRESENT SKILLS AND KNOWLEDGE, OF CHILDREN FROM DIFFERENT SOCIOECONOMIC LEVELS WAS CONDUCTED. IT SOUGHT TO AVOID TWO MAJOR SHORTCOMINGS OF STANDARDIZED READING READINESS TESTS (1) THAT CHILDREN OF LOW SOCIOECONOMIC LEVEL WERE INCLUDED IN THE NORMS AND THEREFORE SCORES OF THESE CHILDREN…

This report summarizes the results of the March, 1978, reading examination that was administered to New York City public school pupils in grades 2 through 9 (with the exception of those in high schools). Section A delineates New York City student reading achievement compared to national norms. Section B compares pupil reading achievement by school…

The Perceptual Conditioning for Decoding Program, funded under a special grant from the New York State Legislature, was designed for the teaching of decoding as the first phase in learning to read to 1900 kindergarten through third grade students in eleven schools in Queens County, New York. For those target students not knowing the alphabet, a…

Designed to improve standardized reading scores, a structured reading program was implemented for third grade students at Community Elementary School 73 in the Bronx, New York City. From 1982 to 1987, this school ranked near the bottom of all New York City elementary schools in reading achievement, a ranking based primarily on results of reading…

THE GREATEST PROBLEM FACING EDUCATION TODAY IS THE ERADICTION OF ILLITERACY IN OUR OWN AND OTHER COUNTRIES. TEACHING READING TO ILLITERATE ADULTS IS PRIMARILY A MATTER OF ESTABLISHING THE PROPER CORRELATION BETWEEN THE ELEMENTS OF THE WRITTEN LANGUAGE, WHICH ARE UNKNOWN TO THEM, AND ELEMENTS OF THE SPOKEN LANGUAGE ALREADY IN THEIR REPERTOIRE. THE…

ADULT ILLITERACY RESULTS FROM POVERTY, AND, MANY TIMES, SUPPRESSION. ILLITERACY IS SELF-MAINTAINING BECAUSE ILLITERATES CANNOT GAIN NEW KNOWLEDGE OR FULLY PARTICIPATE IN ECONOMIC, CULTURAL OR POLITICAL LIFE OF THEIR SOCIETY. THE PROJECT WAS AN ATTEMPT TO APPLY THE PRINCIPLES OF PROGRAMED INSTRUCTION TO THE TEACHING OF READING TO ADULT ILLITERATES.…

This report describes and evaluates the bilingual program of the Auxiliary Services for High Schools (ASHS) Program in the New York City Schools for the 1974-75 school year. In 1974-75 there were 12 centers for this program distributed throughout all boroughs of New York City. Spanish was offered in nine of the programs, French in two, Greek in…

Describes New York City teachers' emphasis on independent reading, with the rest of their reading curriculum growing out of needs identified during that time. They begin with mini-lessons, then create social supports for reading, make independent reading central and collaborative, reinforce what works, make time for solitary reading, and learn…

The Bridge To School Program was designed to supplement and extend the scope of an ongoing early childhood developmental program, the "Readiness Program", by providing individualized attention and instruction to specially selected seriously learning disabled children between the ages of 5 and 7 in order to facilitate the development of…

The Summer Remediation for Incoming Pupils Program was designed to provide remedial instruction in mathematics, reading, or English as a second language (ESL) to selected incoming 9th and 10th grade pupils in New York City. This report describes the program and evaluates its effectiveness for the summer of 1975. A major goal of the program was to…

The 1974-1975 Reading Skills Center component of the Elementary and Secondary Education Act Title I Remedial Services for Eligible Nonpublic School Pupils Program was designed to provide intensive diagnostic-prescriptive reading instruction for students in grades four through eight who had evidence of reading retardation in excess of two and one…

This report contains a description and evaluation of the Bilingual Pupil Services Program, operated by the New York City Board of Education, Office of Bilingual Education. The basic goal of the program was to improve the reading and mathematics abilities of Hispanic non-English speaking pupils and Hispanic English speaking pupils who were one or…

An experimental approach to remedial writing instruction was compared with other teaching methods in common use in New York City, in a study involving 71 teachers of remedial English and 2,066 of their pupils. The experimental program correlated reading and writing instruction in a highly structured design for the purpose of improving expository…

The Degrees of Reading Power (DRP) Pilot Project was implemented at 13 New York City high schools during the 1985-1986 school year. The project involved training English Instructional Services (EIS) teachers in techniques for teaching reading holistically and then assessing the improvement on the DRP reading comprehension test. During the 1986…

To help parents of Italian descent take an active part in their children's education, a 2-year program was implemented in New York City and Boston. The project attempted to examine the impact of training upon (1) parents' active participation in the schools and the bilingual programs; (2) parents' home activities with their children; and (3) the…