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First grade intervention for reading achievement of high risk children

First grade intervention for reading achievement of high risk children First Grade Intervention for Reading Achievement of High Risk Children John H. Litcher, Ph.D. and Leonard P Roberge, Ed.D. Wake Forest University Winston-Salem, North Carolina Introduction In recent years the identification and remediation of learning disabilities in school-age children has been of prime concern to educators, parents and the public. Heightened public sensitivity to the educational problems of learning-disabled children has resulted in the use of various remediation strategies. The majority of these strategies involve special classrooms and teachers. The considerable expense involved in the adoption of most special programs for learning-disabled chidlren has raised an important and appropriate question in the minds of parents and educators: Do experimental programs for the remediation of children's learning disabilities result in greater gains in school-related achievement than the standard school curriculum? The question of the effectiveness of a systematic remedial experimen- tal program versus the standard curriculum became the focus of the High Risk Experimental Project, a three-year study ( 1975-1978), jointly spon- sored by the Winston-Salem (North Carolina) Forsyth County Schools and the Junior League of Winston-Salem, and now completed. A Three-Year Study This paper is a report on the three-year study to compare the academic achievement resulting from two http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

First grade intervention for reading achievement of high risk children

Litcher, John H.; Roberge, Leonard P.
Annals of Dyslexia , Volume 29 (1): 7 – Dec 1, 1979
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Publisher
Springer Journals
Copyright
1979 The Orton Society Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653745
Publisher site
See Article on Publisher Site

Abstract

First Grade Intervention for Reading Achievement of High Risk Children John H. Litcher, Ph.D. and Leonard P Roberge, Ed.D. Wake Forest University Winston-Salem, North Carolina Introduction In recent years the identification and remediation of learning disabilities in school-age children has been of prime concern to educators, parents and the public. Heightened public sensitivity to the educational problems of learning-disabled children has resulted in the use of various remediation strategies. The majority of these strategies involve special classrooms and teachers. The considerable expense involved in the adoption of most special programs for learning-disabled chidlren has raised an important and appropriate question in the minds of parents and educators: Do experimental programs for the remediation of children's learning disabilities result in greater gains in school-related achievement than the standard school curriculum? The question of the effectiveness of a systematic remedial experimen- tal program versus the standard curriculum became the focus of the High Risk Experimental Project, a three-year study ( 1975-1978), jointly spon- sored by the Winston-Salem (North Carolina) Forsyth County Schools and the Junior League of Winston-Salem, and now completed. A Three-Year Study This paper is a report on the three-year study to compare the academic achievement resulting from two

Journal

Annals of Dyslexia – Springer Journals

Published: Dec 1, 1979

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