Surveys teachers after using CHAR-L Intensive Phonics at two psycho-educational centers located in the southeastern United States for students with severe emotional disturbances. Indicates positive teacher perception of training for program implementation, actual training time, and comfort level in teaching. Notes strong administrative support in…

Describes the successes of Writing to Read (WTR) program used with students in kindergarten and grade one as well as with two key subgroups (low-socioeconomic students and males who lag behind in reading and writing). Finds that with this program these subgroups can progress in reading and writing, and fewer students are recommended for remedial…