A Descriptive Study of Ninth Grade Reading Programs in Schools of the Second Education District of Kentucky
type: CreativeWork
description: Questionnaries concerning the nature of the state-required Ninth Grade Reading Programs were sent to principals of secondary schools in the Second Education District of Kentucky. The program, which had been in effect for two years, was studied as to the different organization, curriculum, students, faculty, resources, conclusions, and projections of each school involved an then compared to a standard reading program. It was found that Kentucky is a forerunner in the area of state requirements as to provision for help in reading for ninth grade students. The type of referral and physical setting of the program were both found to be adequate. In compariason to the standards of professional literature, it was found that the typical rading classroom was lacking in several areas. The most significant finding was the lack of a teacher who has been trained for teaching reading skills. A related finding was the lack of knowledge for diagnosis and correction by the English teachers who now teach in the reading program. The study showed a need for more individual attention and provision for more relevant materials.
abstract: Questionnaries concerning the nature of the state-required Ninth Grade Reading Programs were sent to principals of secondary schools in the Second Education District of Kentucky. The program, which had been in effect for two years, was studied as to the different organization, curriculum, students, faculty, resources, conclusions, and projections of each school involved an then compared to a standard reading program. It was found that Kentucky is a forerunner in the area of state requirements as to provision for help in reading for ninth grade students. The type of referral and physical setting of the program were both found to be adequate. In compariason to the standards of professional literature, it was found that the typical rading classroom was lacking in several areas. The most significant finding was the lack of a teacher who has been trained for teaching reading skills. A related finding was the lack of knowledge for diagnosis and correction by the English teachers who now teach in the reading program. The study showed a need for more individual attention and provision for more relevant materials.
author: Groves, Eloyse Jean
keywords: Western Kentucky University, Reading, Special Education, Curriculum and Instruction, Education, Educational Assessment, Evaluation, and Research, Higher Education and Teaching, Special Education and Teaching
date published: 1975-05-01T07:00:00Z
date modified: 2026-07-24T06:08:52Z
provider: Western Kentucky University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Western Kentucky University