A study examined whether retention of sight vocabulary words could be increased by implementing the tactile modality to a visual, auditory, and kinesthetic based lesson. A total of 10 first-grade remedial reading students in Elizabeth, New Jersey, were assigned to control and experimental groups, with 5 students in each group. Upon completion of 7…

Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated…

A study examined the relationship of multiple measures of reading and writing at the second and fifth grade levels. Multiple reading tests (measuring vocabulary, word recognition, sentence comprehension, and passage comprehension) and writing tests (evaluating vocabulary diversity and syntactic complexity, and providing qualitative and…

This "kit" consists of 145 activities that teach and reinforce specific pre-reading and beginning reading skills; it has been developed to help the primary grade teacher in recognizing and developing skills that assure each child's continuous reading progress. Part One explains how pre-reading skills are developing reading skills in the…

The second volume of this final report of a large study which detailed the day-to-day working of, and student response to, two philosophically different approaches to reading readiness as they were used in six Philadelphia kindergartens reports on the "traditional" approach. The background section distinguishes the traditional approach by its use…

A modified impress approach to teaching reading has been successfully used in a program involving first grade students. The program was multisensory and included aural, oral, visual, and kinesthetic learning experiences gained through listening, group discussions, dramatic play, art activities, audience reading, and recorded oral reading. These…

The purpose of this study was to determine whether good and poor readers of the same age levels differed in their performance on a task which required the integration of semantic-syntactic and grapho-phonic information. Fifteen fourth grade good readers, 15 fourth grade poor readers, and 15 second grade good readers read six sentences that had one…

This study examined the reading progress under different teaching approaches of 89 children with diagnosed learning disabilities. The learning-disabled children were placed either in an experimental group that received reading instruction with materials that sequenced learning in increasingly complex levels (from letter-sound to word to context…

Perceptual units are involved in the reading process in a particular way. Reading starts with patterns of visual perception visual stimuli in combination with either previously learned information or a strategy for selectively attending to part of the stimuli. Whether the visual pattern selected for deeper information processing is a letter, a…

A CURRICULUM GUIDE TO REMEDIAL READING FOR GRADES 3-12 PREPARED BY THE INDIANA STATE COMMITTEE ON READING IS PRESENTED. EIGHT MAJOR AREAS ARE DISCUSSED IN THE GUIDE--(1) THE PURPOSE OF THE REMEDIAL PROGRAM AND ITS RELATIONSHIP TO OTHER PROGRAMS, (2) THE ORGANIZATION OF THE SUMMER REMEDIAL READING PROGRAM, (3) THE DIAGNOSTIC PROCEDURES IN REMEDIAL…

THE PROBLEMS EXAMINED IN THIS STUDY WERE (1) THE RELATIONSHIP OF PERCEPTION OF WORD ELEMENTS TO SIGHT VOCABULARY GROWTH, (2) THE EFFECT OF EARLY TEACHING OF A SPEECH-BASED PHONICS PROGRAM ON READING ACHIEVEMENT, AND (3) THE VALUE OF WRITING EMPHASIS IN THE SPEECH-BASED PHONICS PROGRAM. THREE READING PROGRAMS WERE INCLUDED IN THE STUDY, EACH USED…

The Rasch Model was used to define the word analysis skill variable and to develop, field test, and calibrate a corresponding test for grades 2-12: the Emory Word Analysis Skill Inventory (EWASI). Word analysis objectives focusing on content and hierarchical levels of difficulty were identified and field tested with 78 students, grades 2-12,…

This packet contains portions of each component of a reading program designed to teach basic skills to children in grades one through six and to foster their enjoyment of literature. Various sections of the packet contain behavioral objectives for the skill areas of phonetic analysis, structural analysis, word meaning, comprehension, and word…

ONE HUNDRED FORTY-TWO GAMES AND LEARNING ACTIVITIES FOR TEACHING REMEDIAL READING SKILLS ARE COMPILED IN THE AREAS OF PHONICS, FUNCTIONAL SKILLS, STRUCTURAL ELEMENTS, BLENDING, COMPREHENSION, FLUENCY AND RATE, AND WORD RECOGNITION. GAME PROCEDURES, MATERIALS NEEDED, AND DIRECTIONS FOR SIMPLE CONSTRUCTION ARE GIVEN. READILY AVAILABLE OR SIMPLY MADE…

During the first year of the program, 27 individual projects enrolling approximately 20,000 first-grade pupils were involved. Fifteen of these projects participated in a second-grade followup study. Some conclusions based on an analysis of data are (1) that prereading knowledge of letter names is the best single predictor of reading achievement in…