Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study Page: 3
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Conclusions drawn from this study include (1) there is
no one best approach to teaching postelementary remedial
reading; (2) some method should be provided for diagnosing
individual student needs from which individual plans can be
made; (3) actual reading of a wide variety of materials
should be an integral part of the remedial reading program;
(4) more attention should be given to comprehension and
developing higher level thinking skills than to isolated
skill deficiencies; (5) the most effective in-service
appears to be based on the self-perceived needs of the
teachers; (6) in-service training is more effective if
conducted at the building level, scheduled throughout the
year or with compensatory time, with follow-up in the
classroom provided; and (7) in-service training provided by
local reading specialists appears to be the most effective,
utilizing the formats of visitations, sharing sessions, and
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Jennings, Frances D. Implementing a Framework for Remedial Reading for Seventh and Eighth Grades: A Delphi Study, dissertation, May 1984; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331522/m1/3/: accessed December 18, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .