ERIC Number: ED206999
Record Type: RIE
Publication Date: 1981
Reference Count: 0
What Kinds of Supplementary Intensive Reading Instruction Make a Difference? Report of Three Case Studies of the Special Emphasis Project.
Jongsma, Eugene A.
This report presents case studies of the three exemplary projects within the Special Emphasis Project, a federally funded national study of how intensive reading programs might change the patterns of elementary school students who read one or more grades below grade level. An introductory section provides information on the history, organization, and purpose of the Special Emphasis Project. The next three sections discuss the local projects in Louisiana, Tennessee, and Texas. Each of these project descriptions contains information on the background and setting of the local project, specific elements of the program (staffing, curriculum and materials, inservice training), and results of the program (impact on reading achievement, attitudes and behavior, and carryover effects). Section five of the report is a cross-project summary, discussing evaluation results and student, staff, program, and administrative characteristics across the three projects. (RL)
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Authoring Institution: Dingle Associates, Inc., Washington, DC.; Department of Education, Washington, DC. Basic Skills Improvement Program.
Identifiers: Louisiana; Right to Read; Tennessee; Texas
Note: For related document see CS 006 185.