Abstract

This evaluation research report looks at the changes in reading performance for the students in one rural school district from 1965 through 1980. During those years, the district moved from 28.5 per cent of its second grade students at or above grade level to 88.2 per cent at or above grade level. Similar gains are demonstrated in first and third grade. These gains are discussed in terms of: (I) phonics first, then basal reading instruction; (2) sponsorship; and monitoring and evaluation that resulted from the district's participation as a Follow Through site in the federally supported Follow Through Program.

How to Cite:

Meyer, L. A., (1983) “Increased Student Achievement in Reading: One District's Strategies”, Journal of Research in Rural Education 1(2), 47–51.

Rights: Copyright