This document is a collection of the International Reading Association's first reports on the Right to Read effort. Five reports are included: report 1 discusses the basic principles of Right to Read, school and community based programs, administrators of the program, right to read states, special projects, technical assistance, emergency school…

Retarded readers were bused to a special "reading" school for small group individualized instruction. Matched controls remained at their home schools using the regular reading program. When compared on reading gains, reading attitudes, and self-concept, experimental students were superior only on comprehension for two of the three study years.…

Explains the Monitor Model of adult second-language development. Describes a study conducted at Queens College to assess the value of mandatory reading laboratory attendance for English-as-a-Second-Language (ESL) students. (DMM)

The model for the reading and study skills center at the University of Montana is based on the individualized and classroom techniques that have been successful with university students. The center offers two courses: increasing reading effectiveness and improving reading and study skills. The first is designed to improve reading achievement,…

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…

A study examined whether there was any difference in student achievement if students used computer-assisted instruction or traditional reading lab activities. Subjects, 42 students enrolled in 1988 in a 5-week summer early enrollment program, were placed in a reading improvement class based on performance on the Nelson-Denny Reading Test. Subjects…

Focusing on the important role that reading diagnostic reports (RDRs) play in the diagnostic/prescriptive process, a study evaluated RDRs at 26 reading centers to gain insights into the commonalities of RDRs at American institutions and to identify new trends in communicating perceived strengths and weaknesses in reading to parents and educators.…

A two-phase investigation of characteristics associated with student achievement in elementary and secondary reading centers in the Houston (Texas) Independent School District is described and evaluated in this paper. After presenting background information about the centers, the paper describes the first phase of the investigation, which revealed…

The purpose of this study was to determine if there was a statistically significant difference in the reading achievement of students enrolled in the reading laboratory approach to teaching reading when compared to those students enrolled in a regular self-contained classroom situation. The subjects were students enrolled in grades three through…

This evaluation attempts to measure the extent and effectiveness of the 1971 Newark ESEA Title I program that extended the regular school year reading program into the summer months for 19,391 pupils in grades K-12. The instructional activities encompassed remedial and developmental reading, development of language arts skills, and implementation…

Evaluation of the 1960-70 program of a reading center originally begun in 1966 with ESEA/Title I funds was conducted for three purposes: (1) to determine the extent to which participation in the remedial and developmental program resulted in improved reading skills, (2) to discover trends in achievement gain as related to differing lengths of…

A study of the amount of retention after 1 year of students who had participated in a Title-I remedial reading program is reported. The reading center program was comprised of the comprehensive diagnosis of learning problems followed by a reading skills program on a one-to-one relationship with a reading specialist. Psychological aspects were…

The purpose of this investigation was to describe the relationship of perceptual-motor abilities as measured on the Purdue Perceptual-Motor Survey (PMS) to reading. All children who came to the University of Georgia Reading Clinic and who met the criteria of age, grade, and intelligence range were administered the PMS. The obtained scores on the…

The purpose of this Title I project was to improve the reading achievement of educationally disadvantaged students. Improvement was also anticipated in the areas of self-reliance, personal worth, attitudes toward reading, and attendance. The subjects, 144 second, third, and fourth graders, were selected on the basis of their scores on a…

A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…