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Four hearing Ss (20- to 30-years old) and 4 deaf Ss (8- to 14-years old) trained in speech discrimination using a vocoder (a device which converts speech into tactual vibrations received through the skin). Hearing Ss (artificially deafened by white noise transmitted through headphones) received from 20 to 80 hours of training in isolated words presented randomly, words in connected sentences, inflection copying, and rhyming, all of which was presented primarily without face-to-face contact with the speaker. Deaf Ss received training similar to that for hearing Ss with a few differences such as use of a reinforcement system and work on articulation. Results supported conclusions such as the following: that deaf Ss can be taught to hear five speech discriminations through the tactual mode; that hundreds of corrected repetitions are required for either a deaf or hearing S to learn simple tactual discriminations; and that the S's memory and ability to discriminate increases as the number of words he has mastered increases. (LS)

This paper presents an analysis of data assessing the effectiveness of the Engelmann-Becker Direct Instruction Model (E-B) aimed at developing basic academic skills in disadvantaged primary-grade children (with the specific goal of enabling these children to achieve grade-level performance by the end of 3rd grade). The E-B model emphasizes small-group instruction, using sequenced daily lessons in reading, arithmetic and language designed by Engelmann and published under the trade name DISTAR. Data on almost 12,000 disadvantaged students in E-B programs in 20 Oregon school districts is presented in tables and accompanying text. Half the children had started the program in kindergarten, half in 1st grade. Achievement was measured by the Wide Range Achievement Test, the Metropolitan Achievement Test and the Slosson Intelligence Test. Results indicate model effectiveness in building basic skills for a wide variety of disadvantaged students. On all measures, children were at or near national norms by the end of 3rd grade. Follow-up testing of 5th- and 6th- graders demonstrated continuing effectiveness two and three years after the program in spite of losses against the norms. Testing losses in reading comprehension after 3rd grade are seen as due to the sudden shift to an unrestricted vocabulary in reading comprehension tests and 4th-grade textbooks. Report recommendations emphasize an early start to basic skill instruction, systematic expansion of basic vocabulary and the extension of follow-through programs until minimal adult competencies are met. (BF)

A three-part study was conducted to present an indepth look at reading comprehension instruction in the middle grades. In the first part of the study, four basal series for grades 4, 5, and 6, were analyzed for clarity of communication, adequacy of skill practice provided, and a number of other comprehension related dimensions. In the second part, 17 teachers were videotaped as they taught two comprehension topic areas and were interviewed to get their perceptions of the texts they used and of their students' mastery of the material taught. These results were compared with those obtained from a larger sample of teachers who completed questionnaires. The third part of the study examined student achievement for the observed teachers on criterion-referenced tests designed to assess what was taught. Overall results indicated that (1) the text presentations were inadequate in terms of their instructional design features, (2) the teachers did not improve upon the texts, (3) teacher perceptions of how well they taught and how much their students learned were inaccurate, and (4) only 55% of the students learned 50% of the comprehension skills presented. (FL)

Described is the Follow Through academic program based on the principles and materials (DISTAR) of S. Engelmann and W. Becker, and reported are results of program use over a 4-year period with 9,152 primary grade children (78 percent economically disadvantaged). The program description includes teaching procedures; program objectives; class schedules; staffing requirements; principles of class management; descriptions of the DISTAR reading, arithmetic, and language programs; the parent role; teacher training strategies; and the use of biweekly reports and continuous progress tests as monitoring procedures. Results of testing are given separately for the disadvantaged students and the entire group. Compared with national norms is achievement of Ss on the Wide Range Achievement Test in reading, spelling, and arithmetic; the Metropolitan Achievement Test (MAT); and the Slossen Intelligence Scale. Among results given are reading achievement by poor children starting the program in kindergarten at the 5.2 grade level by the end of third grade, average gain per grade in arithmetic of 1.02 grade levels, a gain of 9.6 IQ points during the kindergarten year which was maintained through the primary grades, and grade level or above performance on all MAT tests except reading comprehension by the end of grade 3. Also described are the teacher training format and attempts to correlate teacher performance with child performance. (DB)

The technical report provides preliminary findings on the academic achievement of over 9,000 kindergarten through grade 3 children (78 percent economically disadvantaged) involved in the Follow Through program, a structured program of academic instruction based on the principles and materials (DISTAR) of S. Engelmann and W. Becker. The following results are reported: (1) poor children starting the program in the kindergarten leave third grade with average grade level scores on the Wide Range Achievement test of 5.21 in reading, 3.86 in arithmetic, and 3.74 in spelling; (2) poor children starting the program in first grade leave third grade with average grade level scores of 4.53 in reading, 3.55 in arithmetic, and 3.37 in spelling; (3) poor children starting the program in kindergarten have a projected IQ gain of 9.1 points which is maintained through grade 3; (4) poor children starting in first grade have a projected IQ gain of 8.55 points which is cumulative over each grade; and (5) scores on the Metropolitan Achievement Test in grade 3 are at or above grade level in most subtests. The model is described as including increased manpower in the classroom and a structured daily routine. The major portion of the report consists of statistical analyses and graphs showing student progress. (DB)

The results of a three-part study, conducted to present an indepth look at reading comprehension instruction in the middle grades, are described in this report. Four major areas are covered: teacher's verbal reports, program specifications, teaching behavior, and student mastery. The report first describes the research design, or how a profile of reading instruction was established for grades four through six. The procedures of obtaining data are described: audio interviews, video taping, program analysis, and student performance. The results are presented and discussed and the following types of comparisons are made: (1) some teacher verbal reports are compared to actual program specifications; (2) some teacher behaviors are compared to both program specifications and verbal reports; and (3) student performance is compared to program specifications, teacher behavior, and teacher verbal reports. A summary of the study is offered and the results of administrator interviews are presented. The questionnaire used is described and data from questionnaire responses are compared with those gathered from teacher observation. (HOD)