Despite evidence that youths' literacy practices and identities are important contributors to literacy learning, studies of secondary literacy instruction often focus on understanding classroom storylines from the perspectives of teachers and schools. The purpose of this case study was to examine how one youth, Leo, shaped the storyline of his…

This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary schools. The evaluation uses an experimental design. Students were randomly assigned within 19 different Reading Partners sites to a program or control…

This paper discusses the shift from a clinic model to a community model for the practicum experience for literacy education graduate students. The traditional program for the remediation of struggling readers followed a deficit model. Therefore, the reading specialist would pull out the child from regular classroom instruction to isolate a reading…

The scope, purpose, and services of the reading clinic are defined. (JC)

The management of a reading program should be based on objectives rather than on tasks. There are eight functions that apply to successful management: planning, organization, staffing, direction, control, innovation, representation, and communication. The R3C concept (reading coordinator, reading committee, reading center) is helpful to delegate…

Determines (1) the nature of clinical experiences for reading specialists provided at various educational institutions; (2) perceptions of graduates regarding the value of their experiences; (3) practices used in their current teaching roles; and (4) the degree of congruence between what they experienced and their current practices. Finds that the…

The development of the Maine Township (Illinois) Diagnostic and Remedial Learning Centers, a Title III/ESEA project, is described. The remedial learning centers, located in three elementary school districts and in one high school district, are termed model programs because they are designed to treat pupils in that one school. Each learning center…

CALIFORNIA RECOGNIZED THAT THE ABILITY TO READ IS A VITAL SKILL NEEDED BY ALL SCHOOL-AGE YOUNGSTERS. THE MILLER-UNRUH READING ACT OF 1965 AND ITS 1967 AMENDMENTS ARE DESIGNED TO HELP PRIMARY-GRADE CHILDREN SUCCEED IN READING. THE MILLER-UNRUH ACT FOCUSES UPON THE DIAGNOSIS OF ACTUAL OR ANTICIPATED READING DISABILITY, THE PREVENTION OF POTENTIAL…

The purpose of this project was to strengthen and extend reading services by increasing elementary school reading centers in the culturally disadvantaged areas of Milwaukee. A basic tenet of the program was the belief that continuous growth in reading ability is necessary for good academic progress. Besides furnishing plentiful reading materials,…

The purpose of this study was to assess the extent of the relationship between test data of problem readers diagnosed in a reading center and the kinds of recommendations made by a reading specialist at the center in the areas of phonics and comprehension. A second dimension was to assess the agreement of the diagnoses in the areas of phonics and…

A problem-solving evaluative approach is described for an ESEA/Title III program in Topeka, Kansas. One problem in the program was to identify the reading curriculum needs of the 34 elementary, 11 junior high, and 3 high schools with a total enrollment of 25,000 students. There were 1,000 students 2 or more years below their expected level who had…

INFORMATION ABOUT ESEA READING PROJECTS FOR THE ECONOMICALLY DISADVANTAGED WAS OBTAINED BY STRUCTURED TELEPHONE INTERVIEWS AND A SUPPLEMENTAL WRITTEN FORM FROM 632 SCHOOL SYSTEMS. FIELD VISITS WERE MADE TO 34 SELECTED SYSTEMS. THE MAJORITY OF THESE PROGRAMS WAS REMEDIAL IN NATURE (53.48 PERCENT). COMBINATION PROGRAMS (29.59 PERCENT) USUALLY…

Courses in remedial and corrective reading in Gary, Indiana, middle schools are examined in this paper. The basic reading skills test, which examines 20 areas of reading skill, is administered initially to all entering seventh grade students. Students who score below 50% on the test or have instructional reading levels below 4.0 are placed in…

While diagnosis is generally considered a vital element in reading clinicians' expertise, research has revealed that even degreed, experienced reading clinicians display little personal consistency or agreement with one another when diagnosing simulated cases of reading difficulty. Three studies were conducted to determine if systematizing the…