The learning resource center is a place where learning materials and students are brought together under some kind of human mediation. The instructional interaction is primarily between students and materials. In planning a learning resource center, the first step is to survey the needs the center should satisfy. In part this can be done by using…

A comprehensive listing of all USOE-sponsored research on reading and related topics from 1966 through June 1969 is provided. This bibliography supplements the "USOE Sponsored Research in Reading," Bibliography 5, of the ERIC/CRIER Reading Review Series, which reviewed USOE-funded projects on reading from 1956 through 1965. Documents related to…

Projects relating to reading which were funded by the Bureau of Research of the U.S. Office of Education are listed in numerical order by project number. Descriptive information, which includes project number, title, investigator, institution, proposal date, and ERIC descriptors, was taken from the May 1969 edition of "Current Project Information"…

This reading program guide was developed as an inservice ESEA/Title III project in order to improve reading instruction in self-contained classrooms of grades 1 through 7 at the Louisa (Kentucky) Elementary School. Sequences of reading skills were divided into 12 primary and 16 intermediate levels, and students progressed from one level to another…

The handbook classifies and describes over 700 programs and services for students who, due to behavioral, motivational, or organic impairments, are considered underachievers in the regular educational system. Listed by state are private schools which are primarily academic in nature; schools which are more specialized to treat and educate children…

This study investigated the effectiveness of the neurological impress method (NIM), the language experience approach (LEA), and classroom teaching as remedial reading treatments for disabled readers. Subjects referred to the Purdue Reading Clinic were screened to determine whether they met criteria for the study and were randomly assigned to the…

THE PRESENT STUDY WAS DESIGNED TO OBTAIN AN OVERVIEW OF THE SOCIAL AND PSYCHOLOGICAL STATUS OF YOUNG ADULTS WHO HAD BEEN DIAGNOSED AS SEVERLY DISABLED READERS IN THEIR ELEMENTARY SCHOOL YEARS. OCCUPATIONAL POSITION, LEVEL OF EDUCATION, LEVEL OF READING SKILL, EDUCATIONAL STATUS, ATTITUDES TOWARD READING AND REMEDIAL HELP, AND MARITAL STATUS WERE…

Students from four academic areas, education, social work, psychology, and communicative disorders, are trained in clinical assessment procedures at the Clinical Training Center at San Diego State University. (MKM)

Presents results of a survey to determine the characteristics, organizational patterns, instructional methods, and current trends in university reading clinics in the United States. (FL)

Describes a program which uses learning centers and a task-completion approach to teach students with reading difficulties. (KS)

The approach of the Milwaukee Reading Center Program is total'' in that while improvement in a child's reading skill is central, the program has a much broader impact, helping the child develop mentally, emotionally, and in personality. (Author/CB)

Presents the following steps for the clinician to follow in determining consequential factors of reading disability: (1) identification, (2) assumption and rejection or acceptance, (3) discovery and explanation, and (4) prediction and verification. (CM)

Concludes that there are distinct differences between college reading clinic and classroom reading instruction as it relates to the teaching of comprehension. (FL)

Reviews materials from the ERIC database describing the variety of functions a high school reading lab can perform and suggesting ways to evaluate student improvement in the reading lab situation. (MKM)