This guide contains procedures that were devised for use by parents of primary and intermediate grade children who were several years behind in their reading. Topics discussed in the guide's eight chapters are: how to arrange a time and place for reading at home, how to select suitable books for the child to learn from, how to help the child be an…

SEVERAL TITLE 1 PROJECTS IN TEXAS ARE READING IMPROVEMENT PROGRAMS FOR MEXICAN-AMERICAN CHILDREN. EL PASO'S PROJECT SECOND CHANCE PROVIDES EACH CHILD WITH SPECIAL READING INSTRUCTION IN WELL-EQUIPPED READING CENTERS AND AFTER-SCHOOL STUDY CENTERS WITH TUTORIAL AIDES. A PROJECT ON READING RETARDATION, THE DEL RIO PROGRAM, AIMS FOR READING…

IN JANUARY 1966, THE MILWAUKEE PUBLIC SCHOOLS EXTENDED READING SERVICES TO PUBLIC AND NONPUBLIC SCHOOL CHILDREN IN GRADES 3 TO 8 WHO WERE RETARDED IN READING. THE PROJECT PROVIDED ADDITIONAL READING CENTERS AND WAS CARRIED OUT IN FIVE OF 12 PROPOSED ELEMENTARY SCHOOLS. THIRTY TO 35 MINUTES OF SMALL-GROUP READING WAS GIVEN 5 DAYS A WEEK.…

Using time-compressed speech methodology, a program was developed which attempted to improve the reading rate and comprehension of U.S. Navy personnel with low reading ability. Four groups of trainees were tested. One group read training text while simultaneously listening to a speeded auditory version of the same text. A second group listened to…

This program, included in "Effective Reading Programs...," serves 1,200 students in K-5 at three elementary schools. Most of the students are black, live in the inner area of a large city, and come from low-income families. The program provides an opportunity for diagnostic treatment, remediation, motivation, and observation of each…

This program, included in "Effective Reading Programs...," serves 2,400 junior high school students from middle- and low-income families. The program provides, for remedial purposes, one hour per day for instruction in reading, in addition to a period for language arts. Students' skill deficiencies are diagnosed at the beginning of the…

This book includes five reports of educational therapeutic work done with reading disabled children. Reports 1-3 describe innovative procedures practiced with individual children. Report 2 describes an experiment with a group of young children who in their second year at school had made scarcely any progress in reading. The procedures described,…

A reading problem does exist within the schools; moreover, reading retardation is of epidemic proportions in the inner-city schools. Educators continue to seek new materials and different approaches to reading instruction for students who read below their grade and expectancy levels and who need a remedial program. Reading, like speaking and…

The Title III reading program in the Wagner, South Dakota, school district was intended to increase the reading levels of selected elementary school children through the use of lay tutors. The 167 children with reading levels considerably below their grade level were selected to participate. Consultants were used to give intensive inservice…

Among 26 techniques presented to assist elementary school students in four major areas of reading comprehension (literal, inferential, critical, and creative) are: visualization of a story's mood and setting; research and discussion about a story's author; and reflection on the significance of a historical story. (CB)

This study examined the progression of concerns 96 students experience as they engage in nontraditional forms of instruction; ways to address these concerns; and whether their successful resolution enhances the instructional effectiveness of an innovative, reading improvement class. (JL)

Describes an early intervention reading program in Gentofte, Denmark, that is designed to maintain rather than remediate reading skills. (FL)

Discusses attitude development, symptoms of poor reading attitudes, and ways to remediate poor attitudes. (FL)

Proposes that universities should offer courses in developmental reading and writing to make this generation of students more effective and efficient processors of information. (EL)

Concludes that students who have not mastered independent reading, who seldom receive instruction in critical thinking, and who are unprepared to engage in critical reading when required to do so, will benefit from instruction in critical listening as part of their reading instruction. (FL)