Sixty-eight fifth and sixth graders participated in a study of the relationship between self-concept, need achievement, and reading achievement and of the effects of a supplementary program designed to enhance self-concept and need achievement. The California Reading Test, the Piers-Harris Children's Self-Concept Scale, the Socio-Cultural…

The purpose of this study was to examine theories of reading comprehension and instruction as they relate to instructional practices in the middle grades. Following an extensive review of literature in the theoretical areas upon which reading programs are normally based--reading, language, learning, and teaching--specific characteristics within…

To investigate the effects of Title I reading programs and the relationships of relevant sets of variables to student achievement, this study sought to determine the unique, and the common, contributions of background, mental ability, program, and parental involvement to the variance in reading comprehension and vocabulary scores for Title I…

A summative evaluation design was developed as a framework for evaluating instructional materials in remedial reading. The paradigm includes the selection of (1) relevant variables for study and (2) the method of study. Two types of reading materials used in Chicago schools were studied--Cracking the Code (CTC) and the Mott Semi-Programmed Series…

This practicum sought to improve reading vocabulary and comprehension in fourth-grade students by using comic books 30 minutes per day as a supplement to the regular basal reading program. High-interest comic books were used by a class section of 18 students in the experimental group, for a period of four months. Another class section of 20…

A language program was developed which was based on three areas of psycholinguistic abilities associated with auditory processes. The major aim of this study was to test the effect of this specially devised program on reading competence. Another aim was to test the effect of the program on reading attitude and spelling competence. Fifth grade…

This study compared reading-achievement scores, reading-attitude scores, and self-concept scores of fourth- and sixth-grade students of different ability levels who were taught reading with and without the use of a management system. Results indicated that fourth-grade students with STEA scores of 95 or below had better reading achievement and…

Achievement gains of 78 fourth-grade students taught with an individualized approach using peer teaching were compared with gains of 64 fourth-grade students in another school who were taught with a basal-reader approach. Analysis of results from pretesting and posttesting with the Iowa Tests of Basic Skills indicated that the gains of the…

The Teachers & Writers Collaborative, organized in 1967, places professional writers in New York City classrooms to work on a regular basis with teachers and children. A study was made of the collaborative's creative arts program for children in grades four, five, and six in one elementary school, in order to examine three aspects of the program:…

A sample of 211 inner-city fifth- and sixth-grade students participated in a study of the effects on achievement and independence of an individualized instructional program using multisensory, multimedia learning centers. Experimental and control groups differed in method of instruction but not in content covered. Results from pre- and post-course…

This is a report on the evaluation of the Reading Strategy Project operated in 46 public and eight non-public schools during the 1974-75 regular school year. This project served 7,698 pupils. The design of the instructional format of the Reading Strategy Project was one which utilized a criterion-referenced diagnostic reading test, locally…

The main purpose of this study was to determine and describe the effects of the comprehension component of the criterion-referenced reading program, Wisconsin Design for Reading Skills Development (WDRSD), on reading achievement and self-concept of sixth-grade students. Parametric techniques were employed in a quasi-experimental study involving 44…

A study evaluated the effects of a 5-week study strategies program called RAVES (Read, Answer, Vocabulary, Examples, Share) designed to help intermediate students understand and recall information presented in expository text. Subjects, 156 fifth and sixth grade students enrolled in suburban Maryland science classes, read a section of expository…

This paper describes a three-year staff development program in reading and social studies in San Antonio, Texas. The data from a reading test administered to a sample of high school students indicated inferior reading skill development and supported the teachers' contentions that their students could not master social studies material because they…