Compares the effects of the dynamic and traditional testing models on reading placement levels of Chapter I students. Finds that students have a wider range of functioning in reading than traditional placement indicates. Concludes that teachers can place students more accurately by using the dynamic model. (PRA)

In response to growing frustration over the lack of information about the national effectiveness of the Chapter 1 program, Congress enacted the Education Amendments of 1974. Section 151 of the Amendments directed the U.S. Office of Education to develop evaluation models that would allow school district data to be aggregated to provide national…

A study examined whether writing modeled from children's picture books would improve reading comprehension of fourth and fifth graders as much as traditional skills instruction. Subjects, 69 children reading at least one year below grade level from six Chapter 1 Colorado schools, were pretested for reading comprehension levels. Subjects were then…