Five programs in developmental reading at Leeward Community College (Hawaii) were studied to determine their effectiveness. The programs were: (1) general reading using individualized exercises; (2) an integrated skills approach combining reading and basic English skills; (3) a curriculum designed for each student from diagnostic testing; (4) a…

Two Basic Skill Centers were set up on 1968 to help inner city students improve their reading skills. The Centers were supported mainly by the Minneapolis Public Schools although ESEA Title I funds provided teacher aides. This report covers the sixth year's operation of the project. Substantial changes in the Centers' operations are described. The…

Two Basic Skill Centers were set up in 1969 to help inner city students improve their reading skills. The centers were supported mainly by the Minneapolis Public Schools although ESEA Title I funds provided teacher aides. This report covers the fifth year's operation of the project. Substantial changes made in the centers' operations are…

This evaluation focuses on a comprehensive arts and reading enrichment program for socially and economically deprived inner city adolescents who are performing two years below grade level in reading and/or mathematics. One hundred children participated in this six month program considered to be strongly oriented toward reading improvement. A…

The Wichita Program for Educationally Deprived Children, funded by the Elementary and Secondary Education Act Title I, directed itself to correcting reading problems of and attendance aide activities for elementary and junior high school students. The present program involved over 13,000 students in 43 schools. Additional art, music, physical…

The report in this issue of Curriculum Bulletin documents extra-curricular and after school activities adopted by Canadian urban communities in Ontario to combat cultural disadvantagement and reading deficiencies among inner-city children, pre-school through junior high school ages. The projects described in the metropolitan areas of Hamilton,…

The papers in this yearbook are, for the most part, research investigations and position papers concerned with theoretical issues. The papers are grouped according to major areas which include: "Investigations of Studying," which looks at student-generated questions, advanced organizers, pre-outline organizers, and practice effects;…

An evaluation of the 1969-70 ESEA/Title I programs in the Mishawaka, Indiana school system is presented. Three separate programs are described. (1) A remedial reading program was designed to begin at a level on which the child could read easily and subsequently progress to higher levels. This program involved 391 students in grades 2 through 6.…

This study explores the hypothesis that the auditory discrimination abilities of disadvantaged Negro children can be improved significantly through an appropriate auditory perception training program. (AG)

A traditional reading program and an individualized reading program were compared in terms of numbers of books read by pupils in a given period, the types of books selected by the pupils, and readability levels of books selected. It was hypothesized that individualized reading pupils would read more, and that pupils in the traditional reading…

This guide, designed for use by content area teachers at the junior and senior high school level in their work with students who have minor reading difficulties, contains a number of assessment techniques as well as a variety of approaches and suggestions for teaching. Included are: study guides that are developed around a topic for a specific…

This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female…

This report describes a program for improving pre-reading and reading skills. Some students of the targeted kindergarten, first, and fourth grade classes typically exhibited poor reading development due to personal, social, and educational problems. The documents that supported this evidence were observational checklists, parent surveys, pretests,…

Describes the Scaffolding Reading Experience, a technique that helps students deal with challenging expository texts and supports social science inquiry methods. This technique relies on various supporting activities during the prereading, during-reading, and postreading phases. Outlines a series of these activities used during a U.S. history…

Discusses four critical areas of instruction (decoding skills, language development/competence, concept/context building, and critical thinking skills/strategies) which can help limited English proficient (LEP) students improve their reading competence. (MM)