Conducting a National Study of Title I Reading Programs

Abstract

DESCRIBES the design and the procedures of a national study of ESEA, Title I, reading programs. General purposes of the study were to determine the types and the extent of reading programs operating under Title I funds and to identify promising practices and model programs. Data on a sample of 1,244 school systems were gathered via written questionnaires. Telephone interviews were conducted with 632 systems that reported current Title I reading projects. Thirty-four systems were visited for on-site observation. Criteria for assessing Title I programs were developed and applied by a committee of national authorities on Reading for Disadvantaged (Title 1) Children. The types of data available through this kind of study include numerical statistics (75 percent of Title I programs focus on reading), program assessments (generally weak in evaluation plans and techniques), and descriptions of model reading programs under the following categories: developmental, remedial, enrichment, in-service, special, and combination.