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Recouvrer la lecture est une intervention educative aupres d'enfants a risque. Pour juger de l'efficacite de ce programme, les AA. evaluent s'il conduit a l'apprentissage et comparent les taux d'apprentissage realises par des lecteurs moyens et faibles. L'analyse examine si les benefices attribuables a Recouvrer la lecture demeurent apres interruption de l'intervention, et si ce programme conduit a d'autres effets dans le cadre scolaire. Les AA. examinent egalement les couts et benefices du programme

teachers adhered to the recommendations in the teacher's guide for activities to be used before and after the reading of basal selections. Based on results of these analyses, the authors suggest four conclusions. First, basal programs differ in important respects; the two studied differed in organizational complexity, but were similar in content. Second, the design of the basal program influences the extent to which materials for students are assigned and read. Third, the basal programs studied included many skill activities, and instruction showed a similar emphasis. Fourth, teachers differ in how much they rely on prereading and postreading recommendations in the teacher's guide. Further research is needed to determine the extent to which these findings may be generalized to teachers using the same type of basals in other situations and grade levels, and to teachers using other basal programs.

WORD IDENTIFICATION RESPONSES of 32 first graders were obtained in December and May of first grade and examined in order to infer word identification strategies. Half of the subjects were instructed by a phonics method and half with a sight word emphasis. The strategies for most children in the samples could be identified using the criteria established for classification. Strategies of individual children were determined to a significant degree by the class instructional method. Individual strategy deviation from the class method was more common for a phonics than for a sight-word method. Most children who initially formed a strategy that differed from the class instructional emphasis changed their strategy to accord with the class method and materials by the end of first grade.

DESCRIBES EXPLORATORY INVESTIGATION of the influence of homogeneous and differential pacing of classes on basal word learning and mastery, and the effect of basal word learning on general reading achievement. In one case, 19 pupils paced homogeneously were compared with 20 students paced differentially; in a second case, 45 pupils from 4 classes that differed in differential pacing were compared. Children were classified in terms of aptitude, and multivariate analysis was used to test the effects of various levels of pace on the word learning of pupils. In classes that were differentially paced at relatively high rates, mean level of word learning and variance were higher than for classes differentially paced at slow rates or for those homogeneously paced. Generally a faster rather than a slower pace facilitated the learning and mastery of a sight vocabulary for most high aptitude and some average pupils. All low aptitude pupils were paced slowly; their word learning and mastery tended to be low in comparsion with that of other children. For students paced differentially, basal words learned during first grade account for a considerable portion of the variance of word recognition measured at the end of first grade and of vocabulary and comprehension measured at the end of second grade. Although the trends are the same for pupils paced homogeneously, the percentage of shared variation is considerably less.

DESCRIBES THE patterns of word recognition errors made by 41 pre-reading first grade children taught under two different instructional methods. Further, the reading error patterns related to the two instructional methods were compared with those that presumably arose from experience in contextual reading. (Biemiller, 1970) Word recognition error characteristics considered were (1) frequency of non-response to a word, (2) source of substitution errors (from among words taught at the same time, previously taught, or not taught), and (3) the graphic approximation of the error to the printed stimulus. When phonics instruction was given, incorrect responses tended to be non-responses or to come from previously taught or untaught words. By contrast with sight word instruction, the majority of incorrect responses came from other words taught at the same time. More errors with the phonics than the sight word method reflected graphic content. The findings supported the conclusion that different instructional methods influence differentially the pattern of word recognition errors. The error patterns found in this research and phonics learning, respectively, for sight word resembled those from the first and second stages described by Biemiller, (1970) This similarity suggests the possibility that children in Biemiller's study may have dealt with graphic sequences during the first phase through sight recognition and, during the second phase, by phonic and/or structural analysis.