ERIC Number: ED206998
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
What Kinds of Supplementary Intensive Reading Instruction Make a Difference? A Special Emphasis Report from the Right to Read Program.
Jongsma, Eugene A.
This summary report describes the three-year Special Emphasis Project, a large federal program directed at preventing and correcting reading difficulties among elementary school children. Section one of the report provides a brief history of the project, with descriptions of its rationale, intent, major and specific provisions, and the controlled experiment concept it follows. Section two provides a discussion of the similarities and differences found in the seven local projects that comprise the Special Emphasis Project. The distinguishing variables in this discussion are student types, teacher-staff characteristics, administration, curriculum, instructional materials, and program features. The third section of the report describes evaluations of the impact of the project on reading achievement, attitudes, and behavior. The fourth section provides short descriptions of the individual projects in California, Louisiana, Michigan, Ohio, Tennessee, Texas, and West Virginia. (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.