The purposes of this study were to make comparisons between reading at all grades on the basis of instruction and materials and the Oklahoma City public schools' reading philosophy, and to provide insight as to why the reading grade scores were low, particularly at the fourth grade level. The evaluation process was concerned with surveying the…

This reading guide is intended to assist elementary teachers in planning, implementing, and evaluating reading programs in order to improve reading instruction. The introduction discusses such topics as the status of reading in society and school, the purpose of reading instruction, and goals of reading instruction. "Organizing for Instruction"…

It was hypothesized that instructing elementary school children to generate meaningful story relationships would increase reading comprehension and retention of low frequency reading materials. It was predicted that generation treatments, which involved various degrees of structural paragraph organization, would produce greater reading…

This manual offers practical help for the nonprofessional volunteer tutor. Part 1, "Diagnostic Techniques for Tutors," allows the tutor to find out what problems interfere with the ability of a given child to read so that the tutor can plan activities which deal with each particular difficulty. Part 2, "Developing Learning Readiness Skills,"…

The New England Consortium for the Right to Read Plan of Action is designed to assist participating school systems in meeting the national Right to Read goals by 1980. The purpose of the New England project differs from that of most projects in that it seeks to eliminate the possibility of failure rather than to deal with failure after it occurs.…

This paper discusses a new approach to quality education and accountability in personnel performance and pupil progress in reading which has been initiated in the Title I elementary schools of the District of Columbia. This concept, known as competitive partnership, is an instructional program in which major publishing companies compete with each…

This brochure and research-and-development review describe three elementary schools in the Atlanta School System which were involved in the Right to Read project. Discussed are the assumptions on which the local program was based; the design for a six pronged approach to achievement in the three schools, including school tone, teaching style,…

The nineteen project descriptions in this report were supplied by Elementary and Secondary Education Act Title II coordinators and reading and media specialists in the Bureau of Indian Affairs and the state departments of education of Arizona, Illinois, Kansas, Maryland, Michigan, New Hampshire, New Jersey, New York, and Ohio. They range from a…

This pamphlet is the thirteenth in a series of reports which describe reading projects funded under Title II of the Elementary and Secondary Education Act (ESEA). Information about the 19 projects summarized in this issue was supplied by ESEA Title II coordinators and reading and media specialists in state departments of education in Alaska,…

Presents five basic decoding patterns which can be applied in a linguistic approach to teaching reading or spelling. (JM)

Twenty-four children (8- to 10-years-old) received 20 individual remedial reading lessons each. (Author)

Discusses the practice of listening to children read aloud as a method of improving reading skills. Demonstrates that the phenomenon is not a simple, fixed treatment to be assessed on limited dependent variables. Concludes that in current evaluations there is insufficient analysis of the practice to do justice to possible effects and to help…

Argues that choral reading of poetry can help children develop fluency in reading and offers some techniques and some poems for use in choral reading. (FL)

A list of questions has been compiled to help teachers work with parents on common reading problems of students. (DF)

The relationship of minutes of reading instruction to the gains in reading performance for 3,374 elementary school children shows consistent positive findings between large- and small-group classroom instruction and reading gains. Some of the negative results for individualized instruction may be due to school assignment practices. (Author/MLF)