Determines the beneficial effects of integrating various Davis Learning Strategies, primarily Davis Symbol Mastery, on sight word skills. Indicates that children scored significantly higher than the control group for the mastery of 100 basic sight words for the first grade students. Gives suggestions for further assessment of the Davis method. (SG)

Aims to increase a normally developing preschooler student's spelling skills. Measures the number of correct and error words spelled. Evaluates effectiveness of the Copy, Cover, and Compare procedure in an "AB single case" design. Indicates an increase in number of words spelled correctly and decrease in errors. (PA)

When the Behavior Analysis Model of Project Follow Through was used with children from the Northern Cheyenne Tribe, 65 percent of the cohorts scored at or above grade level in mathematics. (FL)

Presents achievement data for the years 1970-71 through 1978-79 for elementary school children enrolled in the Northern Cheyenne Behavior Analysis Model of Follow Through. (FL)

Reports a cohort analysis of achievement in reading, mathematics, and spelling for the Northern Cheyenne Behavior Analysis Model of Follow Through (Montana) for the 1979-80 school year. (FL)

Presents achievement scores of students in a replication school of the Northern Cheyenne Behavior Analysis Model of Follow Through. Reveals grade level or above achievement for kindergarten children in all subject matter areas tested and similar findings for first grade students, who scored below grade level only in spelling. (FL)

Reports on a study that evaluated the effectiveness of Project Follow Through programs on the Northern Cheyenne Indian Reservation. Reveals continued improvement in reading achievement scores at all grade levels studied. (FL)

Lists and compares the dissemination efforts of the Northern Cheyenne Behavior Analysis Model of Follow Through for the years 1978 and 1979. Provides the requirements for replication of the program. (FL)

Examines the effectiveness of a skill-based individualized reading program on the reading achievement of adults and adolescents of low reading ability. Finds a significant improvement in reading skills. Notes that the outcome was replicated in two separate experiments across two different populations. (RS)

Examines the effects of a tactile and kinaesthetic teaching method on the spelling performance of a special education student. Finds improved accuracy in weekly tests but modest long-term retention when tracing target words with the index finger of the dominant hand. Finds overall improved scores when tracing was combined with dictation. (KEH)

Examines the effects of nonpromotion on achievement and effort of junior high school students. Finds that students who were retained improved significantly with respect to academic achievement and effort when compared to students who had been considered for retention but had been promoted. (KEH)