Conquest is a laboratory project for first-grade repeaters and for students in second grade through sixth grade who have difficulty in reading. It features an individualized, eclectic approach made possible by low student/teacher ratios and by a wide variety of materials and equipment. Instructional and diagnostic procedures are highly structured,…

This paper provides descriptive information about the implementation of prescriptive criterion referenced testing and its impact on a compensatory reading laboratory program in the Houston public schools. After describing the program and the rationale for the selection of a criterion referenced test, a study of the teachers' utilization of the…

Five hundred twenty-six second through sixth graders were identified as needing supplementary reading instruction, their specific needs were diagnosed, and intensive prescriptive instruction was provided. A lab oriented learning center environment was prescribed which included a listening/viewing center, a decoding center, a game center, a library…

One of the programs included in "Effective Reading Programs...," this program serves over 3,100 first, second, and third grade, predominantly disadvantaged children. Approximately 2,000 junior high school students also participate in the program as cross-age tutors. Begun in 1972, the program focuses on reading and language development.…

The purpose of this Elementary Secondary Education Act Title I program was to provide supplementary remedial instruction in reading and arithmetic to handicapped pupils. One hundred forty-eight emotionally handicapped-neurologically impaired, and 138 severely learning disabled Title I eligible handicapped children were selected for participation.…

This manual provides guidelines for implementing the instructional program in reading prescribed for the Basic Skills Project of the Phoenix, Arizona, Union High School District. The project supplements instructional efforts for students whose basic skills in reading, English/writing, and mathematics are in greatest need of improvement. The…

The Program for Reading Success was designed to improve the reading skills for first through ninth graders identified as being in need of remediation. Funding was supplied by Title I and Impact Aid. The program served 1,320 students and employed 22 teachers. Teachers gave individualized and small group instruction based on an intensive diagnostic…

The two-year goal of the Diagnostic-Prescriptive-Individualized Primary Reading Program (DPI) is to cut in half the deficit between the national norms and actual achievement scores of the pupils as measured by the California Achievement Tests at the first and second grade levels and the California Test of Basic Skills at the third grade level. As…

The 1974-1975 Reading Skills Center component of the Elementary and Secondary Education Act Title I Remedial Services for Eligible Nonpublic School Pupils Program was designed to provide intensive diagnostic-prescriptive reading instruction for students in grades four through eight who had evidence of reading retardation in excess of two and one…

This report presents 1979-80 evaluation findings of the Non-Public Schools Learning Resource Center, in Detroit, Michigan. The center, funded by Title I, provided diagnostic/prescriptive-learning techniques to 1,400 students (in 27 non-public schools) who had learning difficulties in mathematics and reading. The first section of the report…

This manual provides guidelines for implementing the instructional program in mathematics prescribed for the Basic Skills Project of the Phoenix, Arizona, Union High School District. The project supplements instructional efforts for students whose basic skills in reading, English/writing, and mathematics are in greatest need of improvement. The…

Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade…

Seven programs funded under Title I Umbrella and Impact Aid and carried out in elementary and intermediate/junior high schools of District 24, Queens, New York, are described in this report. The programs are: (1) Strengthened Basic Skills Program; (2) Diagnosis and Treatment of Reading Disabilities; (3) Diagnostic/Prescriptive Mathematics Program;…

This program was designed to improve mathematics achievement by directing intervention toward diagnosed deficiencies in number concepts, computational skills, relationships among measures, and problem solving. Four hundred and twenty second through eighth grade students participated in the program. Math lab rooms were established in each of seven…

In 1977-78, four remediation programs were funded under Title I and three under Impact Aid in New York City's School District 30. Title I programs included: (1) a teacher-paraprofessional reading team program in 12 elementary, intermediate and junior high schools; (2) a teacher-paraprofessional mathematics team program in 10 elementary,…