Discusses specific objectives related to the three-year Target Four Reading Program developed by the staff at Central School in Roundup, Montana. (RS)

Describes how the use of the catalyst system increases the effectiveness of speech and language disorder therapy by allowing for increased case loads. (MG)

Describes a successful language experience reading program integrated within highly motivating camping and recreational activities for title one children with reading difficulties. (RB)

Details educational procedures basic to Title VII Academic Excellence Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experimental Transforming), a model disseminated nationally to agencies serving young culturally and linguistically diverse children. Notes that the procedures critical to the program's success were…

Investigates a three-year reading club project, implemented in an urban school with kindergarten children for the purpose of promoting literacy. Shows a positive influence on children's interest in books, reading comprehension, and home reading experiences. (RS)

Describes a literacy program for three- and four-year-old children established in a university setting to provide teacher education students an opportunity to read with the children while emphasizing concepts about print. Finds a slight increase in the children's concepts about print and in their familiarity with books. (SR)

Reports on a study that evaluated the effectiveness of Project Follow Through programs on the Northern Cheyenne Indian Reservation. Reveals continued improvement in reading achievement scores at all grade levels studied. (FL)

Reports on the second year of a supplementary reading program. Notes the program was successful with nonreading or delayed-reading students from regular and special education classrooms in grades one through eight. Argues that labels such as at-risk, learning disabled, and dyslexic are excuses for not initially teaching children how to read. (SR)