Presents an overview and evaluation of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. Finds that students improved their word recognition skills and phonological decoding of nonwords. Notes that the most severely disabled readers showed the largest gains. Discusses…

Good and poor readers in grades 3-5 read stories 4 times in succession, crossing out misspelled words as they read (the misspellings changed each time). Reading times for good, and especially poor, readers decreased across repeated readings, and spelling errors were detected better on later readings by both groups, suggesting that the print was…

Describes a summer reading program for 26 remedial readers in which each student left voice-mail messages on the school district's voice-mail system, either reading to the teacher for three minutes or summarizing a book chapter. Describes the teacher's responses and parental feedback and involvement. Notes that all students maintained their…

Describes the characteristics of hyperlexia (ability to decode words but not to understand what was read) in a diagnostic case study of a 14-year-old mentally handicapped girl. Uses a learner-centered, literature-based approach over an 18-month period. Notes that her reading and writing competency and attitudes improved steadily. (RS)

Presents research demonstrating that a simplified version of the diacritical marking system is an effective remedial tool for improving reading skills. (RB)

This program was designed to improve reading skills and to provide intensive remediation for students in grades six through nine. Specialized materials and equipment were provided by Educational Development Laboratories (EDL). The EDL Reading Laboratory utilized the Learning 100 program, a multi-modality developmental and remedial program. Small…

This report is concerned with the status of former clinic subjects who completed instruction two to seven years prior to this study. Changes in reading performance were investigated, actual reading level was compared with the reading expectancy level for each student, and the subjects' and parents' ratings of the subjects' reading performance and…

Basic research in speech and the lateralization of language is shown to illuminate the problems of reading and some of its disabilities. First, it is pointed out how speech for the ear differs from reading, or language for the eye. Perceiving speech is easy because, as members of the human race, we all have access to a special physiological…

This report summarizes the results of a questionnaire that was sent to the education offices of 93 Air Force bases in the continental United States. The purpose of the questionnaire was to obtain objective information concerning the present status of Air Force reading improvement programs in an effort to obtain insight into the type and degree of…

A beginning reading alphabet identified as the Simplified Signalling System was developed in this study for the teaching of reading. The system consisted of (1) key symbols and augmentations used in the introduction for beginning and remedial readers and (2) transliteration of sample materials suggested for use by beginning and remedial readers.…

Although reading paraprofessionals are not to be considered as teacher substitutes, (they are frequently used in routine and mechanical matters, freeing the regular teacher for more individualized instruction and lesson planning), they can make significant contributions in classroom instruction, student motivation, and public relations. Research…

Twenty-four children (8- to 10-years-old) received 20 individual remedial reading lessons each. (Author)

Describes a peer tutoring remedial reading program established at the high school level. Reports marked improvement in reading for both students and tutors. (RBW)