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ERIC Number: ED122257
Record Type: Non-Journal
Publication Date: 1976
Pages: 18
Abstractor: N/A
Reference Count: N/A
An Innovative Teacher Training Model for an Urban High School Remedial Reading Program.
Diamond, Paulette; And Others
New York City's three ESEA Title I, secondary level, remedial reading programs have evolved into an individualized, diagnostic-prescriptive, skill-centered approach to teaching reading, with centralized administration and supervision. They now involve 31,275 students, 417 full-time teachers of reading, and 310 reading paraprofessionals in 82 New York City high schools, and are serviced by an administrator and sixteen reading consultant teacher-trainers. Fundamental to the program is the creation of the teacher-trainer role, designed to provide resources and consultation to reading teachers and paraprofessionals. Characteristic of the remedial reading program is on-site training for teachers and teacher-trainers. The flexibility of the trainer role allows indepth consultation in reading lab organization, diagnosis, class management, materials and techniques, and large and small group instruction methods. In addition, the program encourages communication and innovation through trainer-run workshops, reading institutes, student conferences, and a newsletter. Teachers are allowed to expand their expertise through further coursework and community involvement, in the effort to bridge the gap between theory and the actual classroom situation. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I