ERIC Number: ED029774
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Patterns for Progress: An Evaluation, 1967-1968.
Nearine, Robert J.
A comprehensive ESEA/Title I program of small-group reading instruction for 500 elementary school children is described, and the results of this Intensive Reading Instructional Teams program are presented. Decoding, comprehension, vocabulary development, and independent reading are emphasized as a part of the team approach. Successful activities which are listed include the use of individual learning packets, creative dramatics, and newspaper and booklet publications of students' work that help to build a positive self-image. Successful outcomes which are listed include improved attitudes toward school and reading, parental involvement, and the development of oral language usage. Results of evaluative studies, presented in tables, reveal significant gains in word forms and word recognition at the primary level and significant gains in vocabulary, comprehension, and total reading for the majority of the intermediate-grade pupils. Questionnaire results indicated that parents, students, and teachers responded quite favorably toward the program and its subsequent effects. (RT)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Hartford City Board of Education, CT.