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ERIC Number: ED209650
Record Type: RIE
Publication Date: 1981-Oct
Pages: 10
Abstractor: N/A
Reference Count: 0
Federal Support Has Resulted in Effective Programs for Poor Readers in Small Schools.
Gillis, M. K.
The goals of a four-year study of reading instruction conducted in 1976 were (1) to describe and analyze compensatory reading programs at grades two, four, and six; (2) to determine how compensatory programs related to student reading achievement improvement; and (3) to obtain detailed descriptions of unusually effective compensatory reading programs. The study began with a questionnaire to principals and teachers in over 700 randomly selected schools across the nation. The study ended with an intensive study of five schools with unusually effective compensatory reading programs. The results indicated that effective reading programs for poor readers did not depend upon a specific approach, a special set of materials, or particular instructional techniques. Qualities the programs did have in common included the recognition of reading as an important instructional goal with priority assigned to it; allocation of a large proportion of instructional time to reading and language arts instruction; the use of best resources, people, and materials; the availability of a variety of materials for meeting individual reading needs; concerned teachers who were excited about and involved in the reading program; and leadership to get the whole staff behind the program. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (25th, Louisville, KY, October 29-31, 1981).