Corrective Reading Services for Disadvantaged Pupils in Nonpublic Regular Day Schools. Evaluation of New York City Title I Educational Projects, 1966-67.

Autor/in	Carton, Aaron S.
Institution	Center for Urban Education, New York, NY. Committee on Field Research and Evaluation.
Titel	Corrective Reading Services for Disadvantaged Pupils in Nonpublic Regular Day Schools. Evaluation of New York City Title I Educational Projects, 1966-67.
Quelle	(1967), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Corrective Reading; Disadvantaged Youth; Elementary School Students; Junior High School Students; Parochial Schools; Private Schools; Reading Difficulties; Remedial Programs; Remedial Reading; Student Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Anwesenheit; Leseerziehung; Benachteiligter Jugendlicher; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Konfessionsschule; Private school; Privatschule; Reading difficulty; Leseschwierigkeit; Förderprogramm; Leseförderung; Schülerverhalten
Abstract	The main objective of the New York City Corrective Reading Project, funded by the Elementary and Secondary Education Act, Title 1, was the improvement of reading competence in students with reading retardation of one year or more in grades 1-4, or with retardations of two years or more in grades 5-8. The program was implemented in 171 non-public regular day schools whose student bodies were derived from low-income families. Corrective reading teachers, responsible to and employed by the New York City Board of Education, visited the schools on a part-time basis. This group of teachers was specially trained and these teachers are evaluated along with the evidence of improved reading performance, attendance and attitude toward school. Interview and questionnaire forms used in the program are appended. (KG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC