                           SECTION G: READING


AIRS: Andover's Individualized Reading System 
BAsic SKills in Reading (BASK) 
*Books and Beyond 
*Content Reading Including Study Skills (CRISS) 
*Cooperative Integrated Reading and Composition (CIRC) - Reading 
*Exemplary Center for Reading Instruction (ECRI) 
HOSTS Reading: Help One Student To Succeed 
IPIMS Reading Center: Individualized Prescriptive Instructional  
  Management System (for Underachievers in Reading) 
*Learning To Read Through The Arts Program 
Programmed Tutorial Reading 
Reading Achievement Program (RAP) 
Reading and Content Area Resource Center (ReCaRe) 
*Reading Education Accountability Design: Secondary (READ:S) 
Reading Improvement by Teaching Effectively (RITE) 
*Reading Power in the Content Areas (RP) 
*Reading Recovery 
PEGASUS-PACE: Continuous Progress Reading Program: Personalized  
  Educational Growth And Selective Utilization of                
  staff--Personalized Approach to Continuous Education 
TV Reading and Communication

* PROJECTS CURRENTLY FUNDED BY NDN

AIRS: ANDOVER'S INTEGRATED READING SYSTEM. A
DIAGNOSTIC/PRESCRIPTIVE READING PROGRAM DESIGNED TO TEACH BASIC
SKILLS AND FOSTER ENJOYMENT OF LITERATURE.

AUDIENCE Approved by JDRP for students of all abilities, grades
1-6. Recertified on April 1, 1985.

DESCRIPTION Andover's Individualized Reading System (AIRS) was
developed to provide quality education in the regular classroom
by promoting: consistency of curricula throughout the system;
competence in teaching skills; enjoyment of literature by
students; and significant growth in reading scores.

AIRS basic skills for grades 1-6 are defined by a comprehensive
set of behavioral objectives to which all instructional
activities, materials, and tests are keyed. Reading instruction
is teacher-directed in grades 1 and 2, where lesson plans are
correlated to the Economy Company's 1975 and 1986 texts, which
build a strong phonetic base. To this program AIRS adds
handwriting lessons, dictations, spelling, sight word study, and
criterion-referenced post tests. AIRS also provides skill books
for teaching comprehension and word meaning to students in grades
1-6 and structural skills in grades 2-6. Each booklet contains
lesson(s), follow-up(s), reinforcement practices, and a post
test. Students spend a portion of their reading time using
individualized reading and literature books. Student achievement
at all levels is monitored using criterion-referenced tests in
phonics, structural skills, word recognition, comprehension, and
word meaning. Progress throughout the program is outlined by
continuums for each grade level. Records are kept for groups and
individuals. Since its approval by JDRP, additional components
have been developed to make AIRS a total language arts program. 
They include grammar, spelling, capitalization/punctuation, and
grammar/word usage. Students spend 10-12 hours a week on the
total language arts program.

AIRS uses the Houghton Mifflin Computer Management System
software for computer assisted management of the comprehension
component. AIRS/MMS enables AIRS adopters to use the Apple
microcomputer for scoring and analyzing tests, monitoring student
progress, and prescribing appropriate study helps. 

AIRSware, developed under a grant from the Apple Education
Foundation, is instructional software for reinforcing and
enriching the AIRS Word Meaning component.

REQUIREMENTS Two and one-half days (1/2 day of workshop
preparation and two days of follow-up training) are recommended
for implementation of the total program. The program is designed
to be used by an entire system as a total language arts program
or by a single school. Individual AIRS components, such as
comprehension, may be adopted to supplement an existing program.
A complete set of materials for each component adopted is needed.

SERVICES Visitors are welcome by appointment. Exemplary project
staff assist in program planning and conduct workshops that
include presentations and demonstrations for each component being
implemented. Follow-up consultations by project staff: average of
two visits, length determined by size of adoption. Awareness
materials and teacher guides provided for trainees prior to
workshop sessions. Information regarding financial arrangements
will be provided upon request. The AIRS Reading Program consists
of 135 student booklets ranging in price from $1.50 to $4.00, and
more than 25 teacher resources ranging from $2.25 to $24.50.
Approximate cost of a total reading program for a class of 30
students is $1,487.00. (Per pupil cost $50-- prorated over 5
years--$10.00 per year.)

DEVELOPMENTAL FUNDING: USOE ESEA Title III and Local             


JDRP No. 74-25 (4/29/74) Recertified (4/1/85)         

CONTACT

Theresa Gaffny Murphy
Executive Director
Andover Public Schools
Bartlet Street
Andover, MA 01810
(508) 470-3800, ext. 373


BASIC SKILLS IN READING (BASK). AN EXEMPLARY PROJECT PROVIDING
SPECIAL INSTRUCTION IN THE BASIC SKILLS NECESSARY FOR READING
SUCCESS.

AUDIENCE Approved by JDRP for readers grades 1-6 scoring below
the 40th percentile on the Stanford Achievement Reading Test.

DESCRIPTION BASK is an adoptable/adaptable program that can be
used in several ways to upgrade reading skills. Target pupils are
remedial. It is a pull-out project, using a criterion-referenced
format and including individualized diagnosis, prescription, and
instruction. The BASK curriculum is targeted to basic reading
skills--readiness, phonics, structural analysis, comprehension,
and study reference skills. Each child in the program receives
150 minutes of instruction weekly (30 minutes daily), working in
small groups or on a one-to-one basis. The heart of the project
is the individualized small-group instruction given daily.
Frequent diagnosis and flexible prescriptive teaching ensure
pupils' experience of success. Computerized information retrieval
is used for diagnosis, prescription, and record keeping. The
computer processes progress reports for parents and school staff.
The project is also designed for manual record keeping and data
processing.

REQUIREMENTS Adopting district must make firm commitment to the
use of BASK, provide necessary training, and assign supportive
staff to concentrate on the project. 

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment. Project staff is available to attend
out of state awareness meetings (expenses must be paid). Training
(two or more days) is provided at project site (adopter pays its
own expenses and purchases materials).  Training is also
conducted at adopter site (costs to be negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title I                         

         
JDRP No. 75-68 (9/11/75) Recertified (11/84)

CONTACT

Mary Heath
Director
Chapter 1 Office
196 Bridge Street
Manchester, NH 03104
(603) 624-6426

                                                                 

        
BOOKS AND BEYOND. A PROGRAM THAT IMPROVES THE READING SKILLS OF
STUDENTS BY MOTIVATING THEM TO READ MORE AND WATCH LESS TV. 

AUDIENCE Approved by JDRP for students in grades K-8. 

DESCRIPTION Books And Beyond is a program designed to increase
students' recreational reading and decrease indiscriminate TV
viewing. Through success oriented reading incentive strategies,
this highly motivating program produces positive long-lasting
behavioral changes in students with regard to recreational
reading. Success for each individual student is assured because
the program is self-paced and allows for individual differences.
Through parent education and student self-monitoring techniques,
project participants become more aware of their TV viewing habits
and learn to become more discriminate TV viewers.

Participants in the Books And Beyond Program demonstrated
significant gains in reading achievement when compared with a
control group study as measured by the CTBS Reading Test.

REQUIREMENTS A one-half day training session and a Books And
Beyond manual are necessary for successful adoption. The manual
includes graphic designs for bulletin boards, reproducible forms
for student and teacher materials, parent newsletters,
instructions for implementation, student awards, ideas for
adaptations and helpful hints. The training topics include:
project history, description of need, recreational reading
strategies, record keeping, bulletin board installation, cost,
evaluation, activities to develop discriminate TV viewing and
stimulate recreational reading.

SERVICES Awareness materials are available at no cost. A
58-minute awareness training video is available for $20.00.
Visitors are welcome at the project site by appointment. Project
staff is available for awareness meetings (cost to be
negotiated). Evaluation packet available.

DEVELOPMENTAL FUNDING: ESEA Title IV-C                           

         
JDRP No. 84-8 (3/20/84)

CONTACT

Ellie Topolovac
Project Director
Solana Beach School District
309 North Rios Street
Solana Beach, CA 92075
(619) 755-6319
     and
Ann Collins
Coordinator
(619) 755-6319
FAX # (619) 755-0814
 

CONTENT READING INCLUDING STUDY SYSTEMS (CRISS). CRISS PROVIDES
TEACHING STRATEGIES FOR TEACHERS TO MAKE LEARNING FROM A TEXT
EASIER FOR THEIR STUDENTS. THE PROJECT PROVIDES STUDENTS WITH
READING AND STUDY SKILLS APPROPRIATE FOR ALL CONTENT AREAS.

AUDIENCE Approved by JDRP for all students in grades 10-12. This
program has been used in other settings in grades 4-9, but no
evidence of effectiveness has been submitted to or approved by
the panel.

DESCRIPTION The CRISS project was developed by teachers to
provide instructional reading comprehension strategies for the
classroom. These strategies help students develop lifetime
learning skills. Based in reading theory, the project's
components range from textbook analysis and teaching text
organization to helping students identify the main idea of a
selection.  Self-questioning, note taking, organizing, and
writing are emphasized as well as strategies for learning
vocabulary independently. These components are
integrated into the existing curricula. No additional equipment
or materials are required for the program to be successfully
implemented.

CRISS instruction is direct and includes four sequential
components: (1) introduction, (2) modeling, (3) guided practice,
and (4) independent application. This instructional sequence is
followed in all aspects of the program.

EVIDENCE OF EFFECTIVENESS Both college and non-college bound
senior high science and social studies participants in Project
CRISS have demonstrated significantly greater gains (P<.005) in
the retention of science and social studies content information
than comparable nontreatment students as assessed through free
recall, recognition and standardized content tests.

REQUIREMENTS Project CRISS can be implemented by a district,
school or classroom teacher; no special facilities or materials
are necessary. Teachers and administrators participate in a two-
or three-day inservice. An on-site project director is named to
work with Project CRISS staff to develop an implementation plan
for the adopting district. The district agrees to provide
information on the extent and quality of implementation.

SERVICES Awareness materials are available at no cost. Project
staff is available to attend awareness sessions (costs to be
negotiated). Visitors welcome at project site. Training is
available at the adoption site. Materials (including a 200-page
training manual) are provided for each participant as part of the
training. Adopter pays the training and materials fee.
Implementation, follow-up, and evaluation services are available
to adopters. Costs for all services are negotiable.

DEVELOPMENTAL FUNDING: Title IV-C                                

         
JDRP No. 84-7R (2/26/85)

CONTACT

Carol Santa
     or 
Lynn Havens
Project CRISS
School District #5
233 First Avenue East
Kalispell, MT 59901
(406) 756-5011

    
COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) - READING.
A COOPERATIVE LEARNING APPROACH TO READING AND WRITING
INSTRUCTION.

AUDIENCE Approved by PEP for students in grades three and four.
Has been used successfully in grades 2-6.

DESCRIPTION In teaching reading, CIRC-Reading applies principles
of cooperative learning and effective instructional principles
such as identification of story grammar, making predictions,
summarizing, reading aloud, instruction in reading comprehension
skills, and writing in response to reading.

The three main elements of CIRC-Reading are story-related
activities, direction instruction in reading comprehension, and
integrated language/arts writing. Students work in heterogeneous
learning teams in a cycle that involves teacher presentation,
team practice, peer pre-assessment, additional practice, testing,
and team recognition.

Students are assigned to reading groups according to their
reading level, then work in teams composed of partnerships with
different reading abilities. Within the team, activities are done
in pairs or as a whole team, following direct instruction in
teaching groups. Students follow a series of cognitively engaging
activities, and individual scores on quizzes, compositions, and
book reports contribute toward a team score. Among the team
activities are partner reading, discussion of questions, writing
individual answers about story structure, practicing decoding and
vocabulary skills, making predictions about the outcome of
stories, summarizing stories to one another, spelling, and story
retelling activities.

CIRC-Reading also incorporates partner checking, team practice in
reading comprehension skills and independent reading. The
activities of special  education resource teachers and remedial
reading teachers are integrated with the reading activities of
other children in the CIRC-Reading program.

EVIDENCE OF EFFECTIVENESS The results of three separate studies
indicate that CIRC-Reading has a consistent and educationally
significant effect on the  reading achievement of students in the
upper elementary grades. More  specifically, significantly
greater gains were made in CIRC-Reading classes than control
classes on the California Achievement Test's reading scales for
comprehension and vocabulary, on individually-administered
Durrell Informal Reading Inventory scales.

REQUIREMENTS CIRC-Reading requires a minimum of one day of
training for teachers and administrators, plus materials.
Additional training/follow-up days are recommended. No additional
staff are needed. For the installation year, costs are
approximately $240 per class; for subsequent years, $100 per
class.

SERVICES Awareness materials available at no cost. Project staff
is available for out-of-state awareness meetings (costs to be
negotiated). Training, technical assistance, and materials
available. Costs to be negotiated.

DEVELOPMENTAL FUNDING: U.S. Department of Education              


PEP No. 88-06 (4/27/88)         

CONTACT

Anna Marie Farnish
CIRC-Reading 
Center for Research on Elementary 
  and Middle Schools 
The Johns Hopkins University 
3505 North Charles Street
Baltimore, MD 21218 
(301) 338-8249

EXEMPLARY CENTER FOR READING INSTRUCTION (ECRI). AN INSERVICE
PROGRAM FOR TEACHERS OF STUDENTS OF ALL ABILITY LEVELS IN READING
AND LANGUAGE SKILLS, WITH EXPECTATIONS OF 95-100% MASTERY.

AUDIENCE Approved by PEP for students of all abilities, grades
1-10.

DESCRIPTION ECRI's purpose is to teach teachers so they can use
effective teaching strategies that prevent failure. These
strategies include:  eliciting accurate and rapid responses
during instruction, establishing high levels of mastery,
maintaining on task behavior, integrating the teaching of
language skills, modeling and prompting, using effective
management and monitoring systems, diagnosing and prescribing
instantly, and supervising students' hands-on activities and
practice. Techniques are incorporated into reading, spelling,
grammar, dictation, creative writing, and penmanship instruction.

Students are reminded of the skills they have been taught, the
skills that have been mastered, and the skills they will be
expected to master through the review process. Students'
attention is sustained with the momentum of the teacher
directives during instruction and reinforcement offered during
practice time. Overt responses help students remain on task. The
structure of scheduling, record keeping and multi-sensory
instruction also keeps students motivated. Criteria for passing a
mastery test are identical for all students, regardless of their
reading levels. No student is made to feel less capable than
another student. The teacher selects only those teaching
techniques that build the student's self-concept. Instruction is
provided by ECRI so teachers can utilize critical teacher
behaviors identified through research, develop a management
system for mastery and individualization, and teach reading and
language skills effectively.

Teachers learn to teach word recognition, comprehension, and
study skills as they use basal readers, literature series,
novels, etc.

Students demonstrate mastery through their participation in small
group discussions, writing, locating and evaluating information,
etc.

REQUIREMENTS A 3-5 day preparatory seminar with one ECRI staff
person for 35-40 trainees is desirable. The program includes
lecture and practice sessions, preparation of materials for
classroom use, and teaching pupils in a simulated setting.
Following this, periodic visits by ECRI staff to trainees'
classrooms to demonstrate, model, and monitor are encouraged. The
length of time to replicate the ECRI model varies. Existing
district reading materials may be used. Supplies for teachers and
pupils are those usually found in schools. ECRI has 12
self-instructional teacher texts that are used by teachers during
inservice. No special staffing or facilities are required to
implement ECRI.

SERVICES Awareness materials are available at no cost. Visitors
are welcome by appointment at project site and additional
demonstration sites. Project staff is available to attend
out-of-state awareness meetings. Teacher of Teachers Conference
is in August and September. Training, implementation and
follow-up services are available at adopter site (costs to be
negotiated) and at project site. 

DEVELOPMENTAL FUNDING: USOE ESEA Title III and Private Sources   


JDRP No. 74-48 (5/23/74) Recertified (2/13/90)         

CONTACT

Ethna R. Reid 
Director 
Exemplary Center for Reading 
 Instruction
3310 South 2700 East 
Salt Lake City, UT 84109 
(801) 486-5083 or 278-2334


HOSTS READING: HELP ONE STUDENT TO SUCCEED. A
DIAGNOSTIC/PRESCRIPTIVE/ TUTORIAL INSTRUCTIONAL DELIVERY SYSTEM.

AUDIENCE Approved by JDRP for "at risk" students in grades 2-6.
This program has also been used in other settings including K-12
and Adult Education.

DESCRIPTION HOSTS Reading is designed to diagnose each student to
determine their needs and prescribe an individual educational
program to fit the learning style of each youngster. HOSTS
learning objectives are compatible with all major reading basals.

HOSTS has compiled a computerized database of over 4000 titles of
high-quality resource materials cross-referenced to learning
objectives and student learning styles, and indexed for
instruction. Accessing the database allows the teacher several
options for preparing individualized lesson plans. A holistic
approach includes vocabulary, skill study, reading and writing to
best fulfill the needs of each student.

The HOSTS concept utilizes one-on-one tutorials with community
volunteers, cross-age and peer tutors providing personalized
instruction two hours or more each week. Parents, citizens,
business people and civic organization members volunteer as
tutors (over 60,000 nationally). HOSTS provides an effective
strategy for recruiting and training mentor/tutors. They also
have proven methods for obtaining corporate sponsorship of HOSTS
programs.

HOSTS Reading has been used very successfully in pull out, small
group instruction and as a classroom supplement. Annual data
collected from over 400 sites indicates consistent NCE gains in
double digits with a high degree of retention. HOSTS Reading has
been awarded the Educational Pacesetter Award by the President's
National Advisory Council on Supplemental Centers and Services;
the National Council of Teachers of English "Center of
Excellence" award; the California "Golden Bell" award; the Texas
"Reach" award; and several other awards. 

HOSTS provides a system and atmosphere that encourages excellent
response from students, teachers and parents and engenders pride
of accomplishment and increased self-esteem.

REQUIREMENTS Teachers, paraprofessionals, teaching aides and
administrators attend a three-day in-service training prior to
implementation. HOSTS training personnel visit each site on a
regular schedule to provide professional assistance to HOSTS
subscribers. Each lab should have an Apple II series computer (or
compatible model) with dual disk drive and printer or a Macintosh
computer. Schools purchase resource materials as required for
their reading lab.

SERVICES Awareness materials, including a videotape, are
available at no cost. Visitors are welcome in operational sites
in twenty states by appointment. HOSTS provides diagnostic
materials, manuals and database software. Initial training,
continued in-field professional service and retraining of new or
replacement personnel is included. Each year, the program is
updated and new editions of all material and software are issued
to HOSTS subscribers. Initial implementation is $19,900 per site.
Each year thereafter licensing and service is $3,990 per site.

DEVELOPMENTAL FUNDING: USOE ESEA Titles I, II, III
                       private and foundation                    

         

JDRP No. 75-6 (1/15/75) Recertified)
                       
CONTACT

William E. Gibbons 
Chairman 
1801 "D" Street 
Suite 2 
Vancouver, WA 98663
(206) 694-1705


IPIMS READING CENTER (INDIVIDUALIZED PRESCRIPTIVE MANAGEMENT
SYSTEM FOR UNDERACHIEVERS IN READING). IPIMS IS NOT A TEXT OR A
KIT, BUT A MODEL OF AN ORGANIZATIONAL STRUCTURE FOR IMPLEMENTING
A REMEDIAL READING/LEARNING CENTER  FOR GRADES 7-12.

AUDIENCE Approved by JDRP for secondary students deficient in
reading and other academic skills.  
  
DESCRIPTION The IPIMS Reading Center model is a highly effective
organizational structure and management system for setting up and
running a supplemental center in secondary schools. Its focus is
on the improvement of academic achievement and the prevention of
drop-out among high risk students.The center in Union Springs is
staffed by reading teachers and paraprofessionals as well as
student volunteers. A wide variety of instructional resources is
available; these materials are color coded into four reading
levels. It is up to each individual district or building to set
up and equip their own center with whatever materials they feel
are appropriate.

Once the center is established, it operates as follows:

          Students are identified and scheduled into the  
          program. They are given further diagnostic testing and
          an interest inventory.  Individual strengths and
          weaknesses are noted as well as personal interests.
          Individual prescriptions are written and               
          implemented. Student progress is monitored by a
          criterion-referenced system. Parents, teachers and
          students receive periodic progress reports. Students
          are post tested to determine achievement and future
          placement.

As a result of one year of participation in the IPIMS/Reading
Center, students in grades 7-12 demonstrated gains significantly
above the norms on the Stanford Diagnostic Reading Test. Pre and
Post test scores showed that skills grew at a rate of one and
one-half years for each year of instruction, a statistically
significant rate (P<.00l). Students who participate in the
reading/learning center show significant improvement in content
subjects and are encouraged to complete high school. One of the
unique adaptations of IPIMS in Union Springs is the addition of
writing and math remediation which provides a flexibility that
many districts need. With all the emphasis on drop out prevention
and high-risk students, it could be a significant factor
in academic improvement.

Costs for implementing the center will vary from school to school
depending on the number of resources currently available in the
district, the size of the center, the number and type of staff
members and the student population to be served.

REQUIREMENTS A one-day training session is required. Additional
follow-up is available. Training includes: an in-depth
orientation to the total program; overview of components selected
for the adoption/adaptation by participating district; discussion
of staff roles; the theoretical and applied aspects of the
validated program; alternative installation strategies that might
be employed by the district; a comprehensive review of the
evaluation design; and a systematic review of all resources to be
employed during the replication. Training can be conducted at the
project site or at the adopter site. 

One training manual ($35.00) is needed for each reading center
established. The manual contains complete directions for setting
up the IPIMS model as well as samples of necessary forms,
letters, and materials.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at the demonstration site by appointment. Project
personnel is available to attend out-of-state awareness meetings
and conferences. Costs for all services available will be
negotiated.

DEVELOPMENTAL FUNDING: PSEN Funds, New York State; ESEA Title
IV-C          
 
JDRP No. 84-9 (3/23/84)

CONTACT

Sidney J. Beckwith 
Project Director 
Union Springs Central School District 
27 North Cayuga Street 
Union Springs, NY 13160 
(315) 889-7393
     or
Richard Leo
Niagria Wheatfield SHS
2292 Saunders Seattlement Rd.,
Sanborn, NY 14132
(716) 731-3241


LEARNING TO READ THROUGH THE ARTS PROGRAM. AN INTERDISCIPLINARY
APPROACH INTEGRATING A TOTAL ART PROGRAM WITH A TOTAL READING
PROGRAM.               
                           
AUDIENCE Approved by JDRP for children, grades 2-7 who are
reading at least one year below grade level and who are Chapter 1
(formerly Title I) eligible (some seventh-graders accepted as
apprentices).

DESCRIPTION At the developer site, children in grades 2-6 are
served, as well as special education students. The program is
also suitable for grades K-12, and adopters have used the program
with those audiences.  An overall interdiscisplinary approach to
improving reading is used in this intensive, diagnostic,
prescriptive, individualized program presented through the arts. 
Curriculum is developed based on themes. Listening, speaking,
writing, and reading techniques are stressed in the
reading-oriented art workshops, and a diagnostic/prescriptive
approach to reading is employed in the reading workshops. 
Participating children meet with the artist teacher and
classroom/reading teachers in whole class and/or small groups for
an average of four hours per week.  Students receive additional
reading instruction for at least one and a half hours a week in
reading-oriented arts workshops in such areas as dance, music,
theater, crafts, sculpture, painting, printmaking, super-8 film,
and photography.  The resources of museums, cultural
institutions, universities, resource centers, and libraries are
used, and special programs related to the content of project
workshops are scheduled for students on field trip/special event
days.  There is an annual Learning to Read Through the Arts
exhibition of work by participating students and/or a Performing
Arts and Film Festival.  A series of parent workshops is also
held.  Preservice and inservice trainings are available.  The
program is associated with major cultural institutions in New
York City: the Staten Island Childrens Museum, the Bronx Museum
of the Arts, the Museum of the City of New York, the Brooklyn
Museum, and Ballet Hispanico of New York, and Business and
Industry for the Arts for Education, Inc., and The New
York Botanical Garden. 

REQUIREMENTS Reading teachers/classroom teachers, professional
artists, and/or artist teachers are trained in the Learning to
Read Through the Arts methodology. Teacher-made pupil-oriented
materials, commercial materials, instructional devices,
filmstrips, records, tape recordings, media libraries,
books on the arts, and art and audiovisual supplies are used.
Program hours and times are adaptable to adopters' needs and
scheduling requirements.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at project site anytime by appointment. Project staff
is available to attend out-of-state awareness meetings (costs to
be negotiated). Training is conducted at project site (adopter
pays only its own costs). Training is also conducted at adopter
site (costs to be negotiated). Implementation and follow-up
services are available to adopters (costs to be negotiated).
Training materials and curriculum guides cost approximately $85
per teacher. Cost of program implementation depends on available
personnel. Cost of art supplies and equipment depends on the
reading-oriented workshops that are implemented.

DEVELOPMENTAL FUNDING: USOE ESEA Title I    

JDRP No. 74-18 (3/25/74) Recertified (2/85)

CONTACT

Mary Jane Collett 
Project Director 
Learning to Read Through the Arts
 Program 
P5156, 750 Concourse Village West 
Bronx, NY 10451 
(212) 993-5505 
FAX # (212) 993-5508


PROGRAMMED TUTORIAL READING (PTR). AN INDIVIDUALIZED, ONE-TO-ONE
TUTORING PROGRAM FOR SLOW LEARNERS OR POTENTIAL READING FAILURES
REGARDLESS OF ECONOMIC OR DEMOGRAPHIC BACKGROUND.

AUDIENCE Approved by JDRP for first-grade students in the lowest
quartile who need help learning to read. This program has been
used in other settings with grades 2-4.

DESCRIPTION Programmed Tutorial Reading (PTR) supplements but
does not substitute for conventional classroom teaching. PTR uses
specially trained, carefully supervised paraprofessional tutors
who implement its highly structured content and operational
programs. The teaching strategy, built on established learning
principles, uses many elements of programmed
instruction--frequent and immediate feedback, specified format,
and individualized pace--but, unlike programmed instruction that
uses the fading process, proceeding from many initial cues to the
minimum needed for success, PTR uses the brightening process, in
which minimal cues are followed by increased prompting until
complete mastery of the reading task is achieved.

Children receive a tightly organized 15-minute daily tutoring
session, during which they read from classroom basal readers
supplemented with special texts dealing with comprehension and
word coding and decoding. Tutors are trained to follow, verbatim,
the content and operational programs contained in the Tutor's
Guide. These specify in detail what, when, and how to teach the
content material and also limit tutor's decisions about
children's responses.  Integral and essential to the PTR
methodology are its special recording procedures, which not only
indicate children's progress, but also prescribe exactly which
separate items must be reviewed until mastery is achieved.
Constant reinforcement or praise is also an essential part of the
instructional technique, while overt attention to errors is
minimized.

REQUIREMENTS Minimum staffing: part-time director/supervisor and
tutors.  Tutors may be teachers aides, adult volunteers, or older
student. Physical facilities: quiet, well-lighted tutoring site
with side-by-side seating at desk or table for tutor and student.
Materials: set of basal readers, preferably same as used in
classrooms; Tutorial Kit for each tutor; Supervisor's Manual for
each supervisor. Training: approximately 30 hours total during
school year. Initial training by D/D's after start-up year.
PTR can be implemented by single schools or entire school
districts.

COSTS Personnel: approximately 98% of budget, depending on
project size and number of tutors, unless tutors are volunteers.
If tutors are teacher's aides and supervisors are part-time Title
I teachers or reading specialists, local wage scales will apply.
Materials: PTR Kits ($150 average, one kit per tutor with
five-year use expectancy). Training: cost to adopter varies with
number of days and trainers.

SERVICES Awareness materials are available at no cost.
Audiovisual materials are available on loan (return postage must
be paid). Project staff is available to attend out-of-state
awareness meetings (costs to be negotiated).  Training is
provided at project site or adopter site (costs to be
negotiated). Implementation information in Supervisor's Manual is
keyed to PTR component in basal series. Follow-up technical
assistance is available (costs to be negotiated).

DEVELOPMENTAL FUNDING: USOE ESEA Title I                         

        
JDRP No. 74-17 (3/18/74)

CONTACT

Susan Ross 
Project Director 
Programmed Tutorial Reading 
Davis County School District 
45 E. State St. 
Farmington, UT 84025
(801) 451-1117


READING ACHIEVEMENT PROGRAM (RAP). A PULL-OUT REMEDIAL PROGRAM TO
SUPPLEMENT READING INSTRUCTION.    

APPROVED by JDRP for educationally disadvantaged students grades
2-5.       
 
DESCRIPTION To help students overcome difficulties in word
analysis and vocabulary skills and to learn basic and special
comprehension skills required in content area subjects, eligible
students are scheduled into learning centers and provided
instruction through a diagnostic/prescriptive system. Scheduling
students is a cooperative effort of the Chapter 1 teacher and the
regular classroom teacher that insures daily instructional
sessions without interruption of classroom reading or supportive
instructional electives, and no more than one interruption weekly
of all other major subject areas. The Chapter 1 teacher
incorporates pupil needs revealed in the classroom with needs
diagnosed in the center to promote maximum learning transfer.

Using a composite analysis of several criterion-referenced
achievement tests, an Individual Reading Profile is developed for
each student. Behavioral objectives are used to formulate a
prescription to meet the interests and needs of each pupil. A
Cross-reference Guide, developed by Chapter 1 teachers, supplies
information on materials available in every center to be
used in remediation of a stated skill. Each RAP Learning Center
is staffed with a certified reading specialist and a teacher aide
who serves about 62 pupils in thirty minute sessions; teach/pupil
ratio 1/6.

REQUIREMENTS Since RAP is primarily designed to supplement the
school district's existing program, little or no additional cost
is necessary for staffing or facilities.

SERVICES Awareness materials are available at no cost. On-site
visits to observe the program in operation can be scheduled
during the regular school year.

DEVELOPMENTAL FUNDING: USOE ECIA Chapter 1                       


JDRP No. 81-28 (10/21/81)       

CONTACT

Evelyn F. Prattis 
Reading Achievement Program 
500 West 9th Street 
Chester, PA 19013 
(215) 447-3860


READING AND CONTENT-AREA RESOURCE CENTER (RECARE). A SECONDARY
DEVELOPMENTAL READING AND STUDY SKILLS PROGRAM DESIGNED TO
"RECARE" ABOUT THE READING AND STUDY SKILLS OF ALL ABILITY
STUDENTS.

AUDIENCE Approved by JDRP for students, grades 10-12, with
reading skills ranging from upper elementary to college.

DESCRIPTION ReCaRe is a secondary reading and study skills
program which serves the reading and study skill needs of all
ability students. It is not a remedial program. The instructional
program is a one-semester course based on an individual
educational plan that provides for group instruction one
day a week and individualized instruction during the remaining
four days. Students in the program rotate through four skill
areas--reading comprehension, vocabulary, reading rate, and study
skills. Based on the results of diagnostic tests and a student
statement of need, an individual educational plan is developed
for each student. Students are responsible for developing a more
extended vocabulary, increasing reading rate, completing
appropriate study skills units, and developing comprehension
skill. Students are assigned materials relevant to their needs
and interests at appropriate reading levels, thereby providing
maximum opportunity for success. Throughout the semester,
students record and evaluate their work daily and are evaluated
by the teacher each week both orally and by a point system. At
the end of the term, students are posttested using the Stanford
Diagnostic Reading Test and other instruments. The main objective
is to help all students become efficient, independent learners
prior to leaving the secondary school.

ReCaRe's study skills units include time management, SQ3R study
method, notetaking skills, test taking skills, library and
research skills, and a summary unit which integrates all of the
study skills which students have practiced in the semester
course. 

A wide variety of commercially available and project produced
study skills and management materials are used by students.
Implementation costs vary widely because some adopting schools
already have materials which can be integrated into ReCaRe's
management system. All training participants need a copy of the
replication training manual, an 800 page notebook, which sells
for $55 and includes all of the project produced materials.
Teacher editions and student editions of the study skills units
are part of this manual.

REQUIREMENTS ReCaRe can be implemented and conducted by existing
project staff, specifically one classroom teacher, preferably
reading or English, and an instructional aide. Since ReCaRe is a
semester course, some scheduling revisions may be necessary, but
the study skills component can be integrated into a regular
content area course if a school is not interested in the other 
skills components of the program. Staff members wishing to
implement ReCaRe must complete two days of initial training
either at the original ReCaRe site or at the adoption site. One
day training sessions are available for those schools interested
in implementing only the study skills component of the program.

SERVICES Awareness materials are available at no cost. Visitors
are welcome any time by appointment at the project site. Project
staff is available to attend out-of-state awareness meetings.
Training is conducted at the project site or at the adopter site,
and implementation and follow-up services are available to
adopters. Costs for all services are negotiable.

DEVELOPMENTAL FUNDING: USOE ESEA Title IV-C                      

        
JDRP No. 82-22R (2/25/83)

CONTACT

Patricia S. Olson 
Project Director 
ReCaRe Center 
Henry Sibley High School
1897 Delaware Avenue 
West St. Paul, MN 55118 
(612) 898-3002


READING EDUCATION ACCOUNTABILITY DESIGN: SECONDARY (READ:S) A
SIMPLIFIED PROGRAM THAT IMPROVES READING AND THINKING SKILLS
ACROSS THE CURRICULUM. SPECIFIC LEARNING STRATEGIES ARE ADDRESSED
THROUGH THE USE OF INSTRUCTIONAL MODULES.

AUDIENCE Approved for students, grades 7-12. An extension into
grades five and six was successfully piloted during the 1986-87
school year.

DESCRIPTION The purpose of Project READS:S is to provide content
area teachers with the necessary skills to develop instructional
modules in vocabulary, comprehension, and study skills using the
content of their current courses. These modules offer students
reinforcement through guided and individual practice of the
reading skills and strategies taught in the students' English and
reading classes.

The program integrates four components: (1) an instructional
component emphasizing direct skills instruction by
reading/language arts teachers; (2) a reinforcement component
providing for mastery of the priority reading skills and
strategies in all content areas; (3) an in-service component
focusing on both the content and processes of instructional
delivery; and (4) a computer component for quick generation of
lesson designs.

What is especially attractive to content area teachers is that
they are not asked to become reading teachers. Project READS:S
provides teachers of any subject area with already developed
lesson-design formats. By incorporating reading process in the
content of any subject matter, teachers are providing their
students with daily opportunities to practice reading strategies
while mastering the content of history, science, math, foreign
language, art, or any other subject area. Improved mastery of the
subject matter is a natural result.

The added benefits are: (1) teachers work together on mutually
taught text units and are able to share insights into problems
and gain an enhanced understanding of their subject and how best
to teach it; (2) the underlying philosophy of the teaching
process is the Madeline Hunter Essential Elements of Instruction
model; and (3) critical thinking skills are infused into all
subject areas.

EVIDENCE OF EFFECTIVENESS After participation in Project READS:S,
students have been shown to make statistically significant gains
in each of the areas claimed by the project. Claim One, that
general reading ability is increased for participating students,
has been strongly and consistently supported by research in a
variety of districts. Claim Two, that content mastery is also
improved by the project, has been clearly supported by research
investigation. The promise offered by Project READ:S to any
adopting district is demonstrably great.

REQUIREMENTS A two- to three-day training session and a READS:S
manual for each participant are necessary for successful
adoption. The manual includes: (1) up-to-date reading research;
(2) instructions for implementation; (3) background of
information on vocabulary development, use of comprehension
strategies, and study skills reinforcement; and (4) reproducible
lesson design formats (modules) for teacher instruction and
student learning.

SERVICES Awareness materials are available at no cost. Visitors
are welcome at the project site. Project staff is available to
attend out-of-state awareness meetings (costs to be negotiated).
Training is provided at project site (adopter pays own costs).
Training is conducted out of state (exemplary project staff costs
must be paid). Project staff can attend out-of-state conferences
(costs to be negotiated).

DEVELOPMENTAL FUNDING: ESEA Title IV-C                           

         
JDRP No. 83-4 (2/25/83) Recertified (5/87)

CONTACT

Lynn Dennis 
Project Director 
Coeur d'Alene School District No. 271
311 N. 10th Street 
Coeur d'Alene, ID 83814
(208) 664-8241

 
READING IMPROVEMENT BY TEACHING EFFECTIVELY (R.I.T.E.) A PULL-OUT
PROGRAM EMPHASIZING INTENSIVE REMEDIAL INSTRUCTION FOR
EDUCATIONALLY DISADVANTAGED CHILDREN.

AUDIENCE Approved by the JDRP as a program for educationally
deprived pupils, grades 2-6.

DESCRIPTION R.I.T.E. is a pull-out program that provides closely
monitored, intensive remedial instruction through effective
methods and materials to educationally disadvantaged children in
grades two through six. Methods, materials, and strategies used
are specifically designed to meet individual needs and modes of
learning in order to help children to be more proficient in
comprehension by focusing on word meanings, by using critical and
analytical thinking skills, by being exposed to good literature,
and by ultimately becoming independent readers. Eligible students
are scheduled for Chapter 1 classes only after background has
been obtained via past performance on criterion referenced tests,
basal tests, diagnostic tests, teacher and reading specialist
recommendations. Using the Gates MacGinitie Tests, the previous
information cited, and when needed an Informal Reading Inventory,
or a complete diagnostic battery, an individual profile is
developed which provides the key to meet an individual's specific
needs.  Instructional sessions are conducted in small groups. A
session may entail 30 minutes or one hour, depending upon
classroom teacher's schedule. The amount of time which students
spend in the program varies slightly from grade to grade but not
within a particular grade; that is, second graders may receive
more instructional time per week than third graders, but all
second graders receive the same amount of instruction. The
differences in instructional time per grade level are determined
by the initial assessment of student needs. Consequently, the
average instructional time per grade level varies from year to
year in accordance with the needs assessment study, but the time
allotted to each grade level is consistent.

Students in each grade level of Project R.I.T.E. (grades 2
through 6) have shown statistically significant improvement at
the .05 level in reading achievement from pre- to post-testing in
normal curve equivalent (NCE) scores as measured by the Gates
MacGinitie Reading Comprehension Test.

REQUIREMENTS Training requires a minimum of two days. Meetings
must be held with Superintendent, the Project Director and the
Project Staff to initiate the management system and other
necessary components. Program materials include the PMS (Profile
Management System) which includes teaching methods and management
forms; organizational procedures for parent projects; staff
development strategies; communication aspects for school, home
and community; and program monitoring for staff, testing, fiscal,
materials, etc.

SERVICES Awareness materials available at no cost. Visitors are
welcome at project site by appointment. Project staff available
for awareness meetings, training, implementation, project
evaluation consultation, and follow-up services (costs to be
negotiated). Costs include training, equipment, materials and
supplies. Initial purchase of equipment, materials and supplies
would vary and be determined on basis of need. Cost for each
subsequent year would be for supplementing existing components.
PMS file: $35.00 each, one for each member of staff implementing
the program.

DEVELOPMENTAL FUNDING: ECIA Chapter 1                            

         
JDRP No. 85-12 (9/9/85)

CONTACT

Janet M. Trezza 
Chapter 1 Project Director 
Phoenixville Area School District
1120 South Gay Street 
Phoenixville, PA 19460 
(215) 933-8616


READING POWER IN THE CONTENT AREAS (RP). A STAFF DEVELOPMENT
PROJECT DESIGNED TO ASSIST CONTENT AREA TEACHERS INCREASE STUDENT
ACQUISITION OF CONTENT KNOWLEDGE BY THE USE OF APPLICABLE READING
SKILLS.

AUDIENCE Approved for grade 10. This program has been implemented
for middle school through postsecondary in both vocational and
academic programs.

DESCRIPTION Reading Power in the Content Areas is a staff
development program designed to make content area teachers aware
of the gap between student reading abilities and the reading
requirements of printed instructional materials. The goals of the
project are: to assist content area teachers analyze print
requirements and student abilities in relation to the teaching
of reading within the teaching of content; to provide content
area teachers with information and practice in the use of
practical teaching techniques to meet the needs of the first
objective; and to increase student learning of content.

The program consists of interrelated components. The instructor
assessment component provides tools by which participants can
assess their own teaching styles, skill levels, and
effectiveness. Student assessment trains teachers to use formal
and informal tests and inventories to assess the reading
abilities of their students. Materials assessment provides
teachers with the knowledge and tools, both manually and by
computer, to analyze the reading levels of printed instructional
materials, to apply this knowledge when selecting texts, and to
modify and improve use of the print materials to fit students'
reading abilities. The instructional strategies component focuses
on practical activities in vocabulary, comprehension/thinking
skills, and study skills that teachers can incorporate into the
total curriculum. The ongoing inservice component provides
procedures to infuse the reading strategies acquired into the
total instructional curriculum as well as follow-up and
evaluation services. Occupationally specific Key Word Glossaries
are available for vocational adopters in thirty-two areas.

The project has proven to be effective in raising content
teachers' consciousness regarding the reading requirements of
course material. Students have shown gains in general reading
skills as well as in content acquisition when teachers
incorporate reading strategies into content teaching activities.
The project is effective for all students, and particularly, for
those reading below grade level or designated as "at-risk."

REQUIREMENTS No new staff or special equipment is required. One
staff person with a background in curriculum development and/or
reading should act as coordinator. Administrators, content-area
instructors, and reading consultants, and other support staff (if
available) should be involved. The D/D provides a training
workshop lasting one to two days depending upon the needs of the
implementing site. Staff development time should be provided. 
Computer resources should be available.

SERVICES Awareness materials are available at no cost. Contact
project for prices of Training Manual (required) and optional
materials. Visitors are welcome any time by appointment at
project site and additional demonstration sites. Project staff is
available to attend awareness meetings. Training is conducted at
adopter site or a regional location. Implementation, follow-up,
and evaluation services are available to adopter. Costs for all
services to be negotiated.

DEVELOPMENTAL FUNDING: USOE ESEA Title III     

JDRP No. 74-45 (5/14-15/74) 85-9 (3/15/85)

CONTACT    

Carol Burgess
The EXCHANGE 
116 University Press Bldg.
2037 University Ave. S.E.
University of Minnesota 
Minneapolis, MN 55414
(612) 624-0584 or
(612) 624-0067
FAX (612) 471-9225


READING RECOVERY. A ONE-TO-ONE INTERVENTION PROGRAM FOR THE LEAST
ABLE READERS IN FIRST GRADE CLASSROOMS.     

AUDIENCE The least able readers in first grade as determined by a
comprehensive battery of individually administered diagnostic
instruments.

DESCRIPTION Reading Recovery reduces reading failure through
early intervention and helps children become independent readers.
The goal is to bring the children to the average of their class
through individually tailored 30-minute lessons. Reading Recovery
supplements the regular reading program in a classroom. The
specially trained teacher and child work together daily for one
half hour, in which the child is involved in reading and writing
experiences.  Techniques include the reading of many little books
to build confidence, daily writing, the re-reading of favorite
books, and learning to hear sounds in words by writing simple
stories.  Reading Recovery focuses on providing opportunities for
children to make their own links between reading and writing--and
discover meaning. The integrated reading and writing lessons are
tailored to build on what the child already knows while
strengthening a self-improvement system which leads to continued
growth. The elements of the lesson are the same for each child,
although the content differs with each child.

First grade children improved their reading and writing ability
after an average of 16.4 weeks, with 86% of the children reaching
average levels of achievement for their class in reading. Growth
in reading and writing is evidenced by statistically significant
scores relative to an equivalent control group using a variety of
writing and reading test elements. In addition, follow-up studies
indicate that the majority of children released from the program
continue to make progress and read with the average of their
class through the second, third, and fourth grades without
additional help.

REQUIREMENTS For effective implementation, school systems should
release one or two experienced individuals to attend a one year
teacher-leader training program at The Ohio State University in
Columbus. They will learn procedures for implementation,
evaluation, and administration of the Reading Recovery program.

The teacher-leaders, upon returning to their home site, train
other teachers in the Reading Recovery model. Release time for
trained teacher-leaders and teachers in training (including
arrangements for a weekly 2 1/2-hour class after school hours) is
required.

SERVICES In addition to negotiable costs for release time for
teachers, installation of the one-way glass at the training site
costs about $2,000 and books and materials cost about $500.

Awareness materials are available at no cost. Project staff is
available for awareness presentations and training with all costs
negotiable.

DEVELOPMENTAL FUNDING: State of Ohio, Columbus Public Schools,
                       National Council of Teachers of English,
                       and private foundations.         


JDRP No. 87-11 (4/20/87)

CONTACT

Gay Su Pinnell,
Dr. Carol A. Lyons or 
 Dr. Diane E. DeFord 
Martha L. King Center for Language and 
 Literacy 
The Ohio State University 
200 Ramseyer Hall 
29 West Woodruff Avenue 
Columbus, OH 43210 
(614) 292-0711


PEGASUS-PACE: CONTINUOUS PROGRESS READING PROGRAM: PERSONALIZED
EDUCATIONAL GROWTH AND ACHIEVEMENT; SELECTIVE UTILIZATION OF
STAFF--PERSONALIZED APPROACH TO CONTINUOUS EDUCATION. AN
OBJECTIVE-BASED READING MANAGEMENT SYSTEM. APPROVED BY JDRP FOR
STUDENTS IN GRADES K-6.  

DESCRIPTION Project PEGASUS-PACE seeks to accelerate students'
reading achievement and to help teachers enhance their
effectiveness through a locally developed, personalized program
of continuous learning. The curriculum structure consists of
performance objectives and corresponding diagnostic instruments
for 17 sequential reading levels (K-8). Learners are grouped and
sub-grouped according to their established needs; the
personalized instruction employs a variety of approaches to the
teaching of reading. Teachers conduct formative evaluation of
specific skills and use a graphic chart to track each student's
mastery at a given level. The multiple choice format of the 1983
revision of the PEGASUS-PACE diagnostic materials supports either
hand scoring or computer scoring of diagnostic tests. The
computer strand also enables a wide variety of reports to be
produced.  Learning activities are selected or developed by the
teachers in accordance with the diagnosed needs of the students.
These activities and lesson plans are contributed to an
accessible learning-resources file organized according to
PEGASUS-PACE levels and skills. The PEGASUS-PACE Continuous
Progress Reading Program is compatible with any organizational
staff arrangement such as open-space, nongraded, or
self-contained classrooms. Teachers may continue to use any
strategies they have found successful. The PEGASUS-PACE Program
may be used in conjunction with basal readers and a variety of
other instructional materials already available in local schools.
The project's adoption site, PEGASUS, in Princeton, Illinois, has
also been approved by JDRP (January 9, 1979, JDRP No. 79-1).

DEVELOPMENTAL FUNDING: USOE ESEA Title III                       


JDRP No. 73-1 (4/16/73)         

CONTACT

Peggy Collins 
Project Director 
Tuscaloosa City Board of Education 
1100 21st Street, East 
Tuscaloosa, AL 35405 
(205) 759-3511


TV READING AND COMMUNICATION. A PROGRAM TO IMPROVE STUDENT
READING SKILLS. APPROVED BY JDRP FOR GRADES 4-8.

DESCRIPTION The TV Reading and Communication project uses popular
commercial TV to teach academic and underlying psycholinguistic
skills. Network videotapes with diverse production elements are
used in the classroom or communication studio to provide concrete
visualization and pronunciation of sophisticated vocabulary.

Lesson plans are prepared from the actual scripts used by TV
producers and include skills related to social studies, oral
language, reading, writing, and skills that affect learning rate
such as memory, grammar, and visual and auditory integration.
Teachers use rapidly paced oral response drills designed to
increase accuracy in articulating, listening, handling
complicated syntax, and master vocabulary meaning. Program
techniques enable teachers to continuously assess lesson mastery,
to correct responses, and to monitor student ability to transfer
skills taught in the auditory-vocal channel to the visual-motor
channel. Students move through increasingly difficult levels of
reading material as they practice the previously taught
strategies on supplemental material.

Teachers and students operate specialized equipment--video
camera, VCR, and TV monitor--for use in learning, processing, and
expressive activities.  Students become camera persons,
directors, technicians, and actors as they confirm their ability
to read at the end of each session by videotaping and playing
back their dramatizations. Students produce their own documentary
on a topic related to the script. Teacher training is available
via videotape.

DEVELOPMENTAL FUNDING: USOE ESEA Titles III and IV-C

JDRP No. 82-16 (4/29/82)

CONTACT

Jacqueline Van Cott
TV Reading and Communication Project
Connexion Studio
196 Laurel Ridge
South Salem, NY 10590
(914) 533-6852
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