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…

Presents the following steps for the clinician to follow in determining consequential factors of reading disability: (1) identification, (2) assumption and rejection or acceptance, (3) discovery and explanation, and (4) prediction and verification. (CM)

The Learning Disability Center in Binghamton, New York, was established under the 1965 Elementary and Secondary Education Act. Specialized instruction is offered to all children reading 2 or more years below grade level in grades 3 through 6 and 1 year below grade level in grades 1 and 2. At the center, efforts are made to maintain communication…

A systems approach to evaluation of the Diagnostic Reading Clinic Program's progress and its effects upon participating pupils from the Cleveland schools is reported on in this document. Formal evaluation of the Diagnostic Reading Clinic Program is directed toward the following objectives: to assess the extent to which the Diagnostic Reading…

This paper reports on the progress of the Reading Diagnostic Center at LLincoln University during the year 1972-73. The contents include: "Introduction," which reports on the total (public and nonpublic) students exposed to the center; "Objectives, Activities and Evaluation Plans," which presents the objectives, evaluation, and…

This document reports on Parkway Missouri School District's Right to Read Reading Clinic aimed at improving the reading abilities of elementary school students. The contents consist of objectives, staffing procedures, testing, diagnosis, diagnostic tests, screening tests, case report forms, remediation phases, case study, case report, counselor…

In order to carry out the objective that students identified as retarded in reading will increase their reading achievement ot a predicted level based on accumulated data and diagnostic results, activities centered around three areas of concentration. (1) An exemplary program for the diagnosis of reading disabilities was established. Project area…

Describes the Topeka Public Schools Reading Clinic, Centers, and Services, which provide inservice work for teachers, remediation for children, and concentrated clinical diagnosis. Bibliography. (RW)

Compares roles and functions of private, public school, and university reading clinics and discusses considerations to be made in organizing and evaluating the purposes and products of such clinics. (MD)

Minilessons are used in a reading clinic and in the classroom to determine if the reading disabled student is best able to learn new words through visual, auditory, or visual motor channels. Language experience stories are also generated along with a writing sample. (CL)

To determine whether remedial readers in the Kean College (New Jersey) reading clinic made a significant gain in reading, 70 sample cases were taken from the 128 most recent remediation case studies in the files of the clinic. The sample included only students attending the diagnostic sessions and one remediation session. The remediation sessions…

Northwestern University's Learning Disabilities Program conducted a study to explore and develop ways of applying computer technology to the fields of reading and learning disabilities and to train specialists who are familiar with computer methods. This study was designed to simulate the actual conditions of the Diagnostic Clinic at Northwestern…

The Psychology of Reading Department and the Reading Clinic at Temple University provide a Diagnostic Division and a Laboratory School. They serve two main functions: training of graduate students in education and meeting the needs of children with reading problems through evaluation and remediation. (Author)

Focuses on whether students were aware of any reading difficulties, the consistency of their perceptions with findings obtained from traditional evaluative measures, and the consistency of their perceptions with their parents' and teachers' perceptions of how they might improve. Discusses the implications of these perceptions as a source of…