Corrective Reading and Corrective Mathematics Instruction of Pregnant School Age Girls, Summer, 1975.

Autor/in	Echternacht, Gary
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Corrective Reading and Corrective Mathematics Instruction of Pregnant School Age Girls, Summer, 1975.
Quelle	(1975), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Corrective Reading; Mathematics Instruction; Pregnant Students; Reading Instruction; Summer Programs; New York (New York) + Suchen Sie Ihr Suchwort? Leseerziehung; Mathematics lessons; Mathematikunterricht; Studium mit Kind; Leseunterricht; Sommerkurs
Abstract	In the summer of 1975 a program to improve reading and mathematics skills for pregnant school age girls was implemented in New York City. The program was designed to provide continuity of instruction in reading and mathematics from spring to fall for girls who were at least two years behind in reading and mathematics achievement. The summer program was initiated at four schools, one each in the Bronx, Brooklyn, Manhattan, and Queens. Each of the schools provided instruction for pregnant girls during the normal school year. During the summer, these schools provided corrective instruction for about three hours in the morning. Participation in the program was voluntary. Students attended classes in corrective reading, corrective mathematics, and a class that reinforced instruction in the previous classes through instruction in the use of business machines such as the typewriter, and keypunch. The program used a diagnostic and prescriptive approach to instruction. The program tests used for diagnosis and mastery testing were used for program evaluation. Analysis of the classroom testing data indicated that about 80% of the students in reading and 85% of the students in math, achieved mastery in at least one instructional objective. Further analysis showed that many students had mastered a significant number of objectives prior to instruction and that some teachers administered few objective tests to their students. One reason for this was due to the relatively low levels of reading and mathematics skills measured by the test materials. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC