ERIC Number: ED028897
Record Type: RIE
Publication Date: 1969
Reference Count: 0
Intensive Reading Instructional Teams, Hartford, Connecticut. It Works.
Inner-city Hartford, Connecticut, children reading below grade level but having potential for growth in reading were given a 10-week comprehensive program of reading instruction conducted by three Intensive Reading Instructional Teams (IRIT's). Groups of 15 pupils attended the half-day sessions, moving from teacher to teacher at 1-hour intervals and receiving instruction in three areas: (1) phonics and word attack skills, (2) basal reading program, stressing vocabulary and comprehension, and (3) individualized reading. Part of the children's work included writing stories and poems. These, along with teacher-made exercises, have been collected into booklet form by the Hartford Schools for use by other teachers. In the 3 years of the program, children from grades 3 to 6 have been included. The 1967-68 group contained 500 children, mostly from grades 4 and 5. Pretesting and post-testing, using various forms of the California Reading Achievement Test, showed significant gains in vocabulary, comprehension, and total reading achievement. Studies of measured intelligence, using Lorge-Thorndike Intelligence Tests, showed no significant gains. Followup studies, 7 months into the school year following IRIT, showed that reading scores were being maintained or improved upon in a regular classroom setting. References are included. (MD)
Descriptors: Disadvantaged Youth, Elementary Education, Individual Reading, Phonics, Reading Comprehension, Reading Improvement, Reading Skills, Teacher Developed Materials, Vocabulary
Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (OE-37038, $.25)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.; Division of Compensatory Education, BESE.
Authoring Institution: N/A