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Implementing A Personalized Approach In The Remedial Reading Program, Shirley Burton Einarsson
Implementing A Personalized Approach In The Remedial Reading Program, Shirley Burton Einarsson
Graduate Student Projects
A personalized reading program has been developed for a Title I remedial reading program in grades one through six. Providing an Instructional reading program that best meets the needs of each student was a major goal. The four instructional categories included were decoding skills, comprehension, vocabulary development, and dictionary and study skills. A system has been developed for recording performance in these areas, plus conferences and books read. The aim was to help each child reach his maximum learning potential.
Handbook For Parents: How To Improve Your Children's Reading (Ages 9-12), Janice De Cordova Beil Rudeen
Handbook For Parents: How To Improve Your Children's Reading (Ages 9-12), Janice De Cordova Beil Rudeen
All Graduate Projects
From this writer's classroom experience, children's reading achievement improves when there is cooperation between teachers and parents. This author felt that a handbook should be developed to help guide them in improving their children's reading. The purpose of this project is to create a handbook which develops comprehension and vocabulary skills. Increased parental involvement in home reading with children will help the children to read better to enjoy it. Parents have powerful influence on their children in developing reading interests. This paper deals with parental participation in improving children's reading from age pre-kindergarten to twelve. The handbook deals with the …
Teacher's Reactions To An Implemented Competency Based Education Program In Tigard Senior High School, Merle Dean Winder
Teacher's Reactions To An Implemented Competency Based Education Program In Tigard Senior High School, Merle Dean Winder
All Master's Theses
Teachers' reactions to an implemented competency based education program were evaluated. Twenty-four high school teachers were asked to fill out a questionnaire concerning competency based education. It was concluded that teachers understand competency based education and its components. The majority of teachers performed tasks related to competency based education. Teachers did not change their course content nor evaluation methods to accommodate competency based education. Teachers have varied opinions on the virtues of competency based education and their major concern is record keeping processes. Implications of the competency based education innovation arc discussed.