(1980). [Project SABOR]. Community School District 8, Title VII. Final Evaluation Report, 1979-1980. The purpose of Project SABOR (Sound Approaches to Bilingualism and Opportunities for Recognition) was to develop and promote native and second language skills in all curriculum areas for students in grades four to eight. Eight hundred students received instruction in English and native language arts and reading, mathematics, science, social studies, English as a Second language, and Spanish as a Second language. Additional program components included curriculum development, teacher training, and parent participation. Project SABOR was evaluated through consultant observations and pre- and post-test data in reading and mathematics from the Stanford Achievement Tests. Findings indicated that program participants made significant gains in academic areas. The consultant determined that Project SABOR was strong and viable. Tables of data are included. (MK)… [PDF]
(1978). Kayuqtullu, Tulugatlu, Suli Atlat Annugaurut (Foxes and Ravens and Other Creatures). Four short stories taken from Alaskan oral tradition are written in plain terms and presented in large print with illustrations on each page. "The Little Mouse" describes how a courageous mouse swims across a river only to discover it is just a man's footprint. In "The Loon and the Muskrat" two animals become possessive of the lake where they live, then decide to share the territory. "Daisy and Tulagaq" is the story of how a cleaver ground squirrel outwits a raven. In "The Fox and the Raven" the crafty fox flatters an ugly woman and receives a gift, but the honest raven receives nothing. The Inupiat version is also included. (SB)…
(1968). Los Angeles Unified School District Esea Title I Components–Summer 1968. Evaluation Reports. This volume contains evaluation reports of programs implemented primarily during the summer of 1968, in the Los Angeles Unified School District, funded through Title I of the Elementary and Secondary Education Act. Elementary level programs concentrated on educational enrichment, the development of staff in the areas of human relations and instructional techniques, and the development of new curriculum materials. Programs at the secondary level emphasized instruction, curriculum, and counseling workshops, an incentive program for students with foreign language backgrounds, and a pilot administration-training component. Special education efforts were focused on experimentation and development of the assessment-service center concept. Supportive services efforts were directed toward neglected and delinquent youngsters housed in institutions, multicultural leadership camp programs, and the strengthening of school-community relations through conversational Spanish workshops, a human… [PDF]
(1974). The Observation and Testing Report on the Sesame Street Program. To evaluate the effect of the children's television program "Sesame Street" on Chicano viewers and to identify areas for improvement, the Children's Television Workshop contracted with the Chicano Studies Center at the University of California at Los Angeles to provide the following services: (1) establish observation sites in the Los Angeles area to evaluate the reactions of Chicano children; (2) read and evaluate "Sesame Street" scripts and suggest ways to make content more accessible to Chicano children and more reinforcing of the Chicano culture; (3) pre- and post-test 19 Chicano children to determine the effects of watching 4 weeks of programs. This report: (1) describes the criteria for evaluating programs, and gives examples of actual program evaluations; (2) describes the observation instruments and methodology; and (3) lists the results of the observations. (EMH)… [PDF]
(1974). A Demonstration Project for Target Area Children. This program, included in "Effective Reading Programs…," serves 184 disadvantaged white and Spanish-speaking children ranging in age from four to seven and having pretest reading scores of at least one grade level below expectancy. Individualized reading instruction and multilevel grouping are the focus of this program, begun in 1970. A diagnostic-prescriptive reading profile is developed for each student, and instruction is based on objectives. Classrooms feature learning and interest centers. Learning packages are organized to teach specific skills and are coded for use by the teacher, aide, or parent or by the child independently. The packets emphasize self-correcting and self-pacing activities and employ a multimedia approach. The materials include linguistics and phonics textbooks, worksheets, workbooks, library books, audiovisual media, and manipulative devices. Intergroup relations are stressed through a bicultural enrichment program, and parent and community… [PDF]
(1974). Descriptions of Children's Television Series Produced Under the Emergency School Aid Act (P.L. 92-318). Twelve separate educational television program series of varying lengths are listed and described. An attached fact sheet explains the production and evaluation of public service spot announcements to be released through commercial stations to inform young viewers that these shows could be seen on the Public Broadcasting Service network. (DS)… [PDF]
(1972). Programa de lengua espanola: Guia para el profesor, 2 (Spanish Language Program: Teacher's Guide 2). This teacher's guide is designed for use with \La Ciudad\ and \Otros Amigos, Otras Culturas,\ two textbooks in the second part of the Spanish language series of readers. It contains lesson plans to enable the teacher to make better use of the texts and includes illustrations taken from each of the books themselves. (SK)…
(1972). Programa de lengua espanola: Guia para el profesor, 1 (Spanish Language Program; Teacher's Guide 1). This teacher's guide is designed for use with the following textbooks in the Spanish language reading series: \Mira,\\Mira y Lee,\\Lee y Trabaja,\ and \Trabaja y Aprende.\ It contains lesson plans for each text and illustrations from the books themselves. (SK)…
(1973). Trends in the Study of Athapaskan Language Maintenance and Bilingualism. Navajo Reading Study Progress Report No. 21. This report discusses trends in the study of Athapaskan, concentrating on language maintenance and bilingualism. It presents both the potential richness and the actual poverty of studies of sociolinguistic aspects of the Athapaskan languages. Noted are two trends–(1) There is a greater interest among linguists in the studies of language in use: studies of context, of diversity, and of the sociological aspects of language which are no longer considered uninteresting; and (2) There is evidence of an increasing sense of responsibility toward the speakers of American Indian languages. The report anticipates rapid advances in the study of Athapaskan language maintenance and bilingualism. (SK)… [PDF]
(1972). English Alphabet Book 1: Spanish Phonetic Reading Program. This manual presents an English phonetic reading program based upon pictures which provide clues to each fundamental speech in the language. Pupils are thus able, through auditory and visual discrimination exercises, to match an English speech sound with its proper alphabet symbol. For related documents, see FL 003 749, FL 003 750, and FL 003 752). (Author/SK)…
(1949). In Step with the States. A Comparison of State and Indian Service Educational Objectives and Methods. The purpose of this 1949 book is to summarize the beliefs of the education division of the United States Indian Service and to present summarized statements of the educational objectives and teaching practices of Alaska and the 15 states where the Indian Service operates schools. Part I answers such questions as how public schools are changing; are all public schools good schools; and why Indian schools change rapidly. The educational approach, the primary objectives of Indian schools, the provisions for individual differences, and surveys as foundations for curriculum development are additional topics discussed in Part I. Part II reviews courses of study in Arizona, Colorado, Florida, Minnesota, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Dakota, Texas, Utah, and Washington. The course of study for Alaska's elementary and secondary territorial schools is examined in Part III. (HBC)… [PDF]
(1972). Chicano Special Reading Selections. The purpose of this selective bibliography of approximately 350 works is to draw the various materials on Mexican American culture together for use by students at different age levels. The materials are separated into lists for preschool and primary, intermediate, and advanced students. The reading selections provide information in the following areas: Mexican arts, crafts, cooking, dances, and customs; Spanish adventure and exploration stories; travel in Mexico; life in early California; Mexican folklore and poetry; daily life in Chicano households; stories of the braceros and migrant workers' families; and information about prominent historical and contemporary leaders. The information for each book is reported to be accurate through June 1, 1972. (PS)… [PDF]
(1978). Preliminary Evidence Regarding the Validity of a Modified Cloze Procedure for Lower Elementary ESL Students. Educational and Psychological Measurement, v38 n2 p451-55 Sum 1978, 78. The cloze procedure, an established measure of reading achievement, requires language and reading skills not yet available to elementary school English-second-language pupils who are not literate in their vernacular. A modified cloze procedure, designed to overcome this problem, was found to correlate with traditional vocabulary and reading measures. (Author/JKS)…
(1978). Language Dominance: A Comparison of Measures. Language, Speech, and Hearing Services in Schools, 9, 3, 187-95, Jul 78. The study compared the results of four measures of language dominance in a group of 32 Mexican-American children (mean age 6.1 years-old). (Author/PHR)…
(1977). Conversational Spanish for Industrial Use. Community College Frontiers, 6, 1, 35-40, F 77. Describes a pilot project designed by a community college to help employees of a local company solve a language-barrier problem. The bilingual course combined English-speaking and Spanish-speaking employees in the same class so that they could help each other and featured lessons tailor-made to the needs of the company. Sample lessons are presented. (DC)…