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~ . ~NNUA[ REPORT 1976~1977
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Project READ
American Correctional Association
ANNUAL REPORT 1976-1977
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ACQUISITiONS
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AMERICAN CORRECTIONAL ASSOCIATION PROJECT READ This project was supported by Grant Number 76~JN-99-0017 from the National Institute of Juvenile Justice and Delinquency Prevention, the Law Enforcement A.ssistanceAdministration. While this program was sponsored by the American Correctional AssoCiation, the conclusions in this publication are those of Project READ. .
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'" PREFACE
The contents herein describe the first year efforts of a project whose main objective was to make better readers of youngsters incarcerated in our nation's training schools .. Training scbools house youngsters between 8 and 24 years of age, who have been adjudicated by a judge or agency for committing an offense. Few youngsters are "locked up" for more than a year; some for committing nothing more serious than habitual "hooky" playing, others for murder and rape. While most of these youngsters (under age 16) are enrolled in an educational program while they are serving time, most of them suffer the same disability-an inability to READ. Many incarcerated youngsters never learned to read, some were never taught. While some can read, many will not because they don't like what's avaihible to read. Most of these youngsters (60%) are functionally illiterate. They are unable to fill out job applications; follow directions on food packages; reac!.labels on their clothing, packages, containers and medicine bottles; read emergency signs,such as DANGER, EXIT, POISON; read road signs, newspapers, magazines, and telephoneJ2QQ~s. Basically, they are reading below a fIfth grade level or the level necessary to survive in a literate' society. To make survival in a literate society possible for the thousands of incarcerated young people throughout the nation, a program of national scope was designed. Known as Project READ (Readjng Efficiency and Delinquency), the program was based on two important facts: 1) A fairly accurate survey of correctional institutions during 1974 assessed the reading abilities of juveniles at grade 4.5. 1 More than one-third of the incarcerated juvenile population was functionally illiterate; 2) A reading motivation program used in a small number of juvenile institutions had proven effective.2 This program, known as Hooked on Books (Berkley Publishing Corporation, 1966), was introduced by Dr. Dan Fader, University of Michigan, and became the inspiration for a major portion of Project READ. The Director and staff of Project READ wish to thank Dr. Dan Fader for his inspiration and contributions, along with Judge Sylvia Bacon of the D.C. Superior Court for her support of improved literacy programs for juveniles. Also, to Jerry and Ivan Ludington, Sr., for their book distribution contributions, and to the NationalHome Library Foundation for their substantial financial contribution for paperback books. Most of all, our sincerest-appreciation to our funding agency-The National Institute for Juvenile Justice and Delinquency Prevention-who believed in what we wanted to do.
Janet K. Carsetti, Director "., Leah Curry-Rood, Admin. Assistant Caroline WatIer, Admin. Assistant Candace Davis, Secretary
ACKNOWLEDGEMENTS
The Project READ staff extends their gratitude to the following consult,ants:
Dr. Cbarl~s E. Johnson, Associate Professor of Measurement and Statistics, College of Education, University of Maryland, who served as statistical consultant to the Project. All data was programmed. o by Dr. ~.ohnson at the University of Maryland Computer Science Center . . '.- -, Dr. Robert M. Wilson, DirectOr ofthe Reading Center, University of Maryland, WaS h~lpful in setting Q up the initial data.,retrieval system, and in analy,zing the data on phonics ability. a
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') TABLE OF CONTENTS
'I Objectives ...... , .. 1 1\ " \1 Ii Selection of the Population ...... , ..... " ...... , .. 1 \ Training ...... 1 Sites ...... •...... ,., ...... 1 Content ...... '...... 1 Paperback Book 'Component ...... •...... 2 Follow-Up Workshops ...... 2
Description of the 148 Schools ...... , ...... 3
Testing of the Student Population " ...... 4
Pre-Test Data Analysis ....•...... " ...... 5 Correlations of All Variables ...... 9
Post-Test Data Analysis ...... , ...... , ...... " " ., ...... " ...... •...... 10
Pre-Post Test Gains ...... 11 Summary of Testing Component ...... 12
Paperback Book Data ...... 13 Book Distribution .... , ...... •... 13 Allocation of Monies ...... 13 Best Sellers ....•...... 13
Coordination and Cooperation ...... 14 ",) Additional Services ...... , ...... 14 Project Support ...... : ...... '," ...... 14
Summary ...... 15
Footnotes ..... , ...... , ..... , .. , ...... '" ...... •....•.., ...... • 15 // Appendices Diagnostic Test DescriptionS ...... 17 Teacher's Pre~Workshop Assessment ...... •... 19 " Student Data Collection Chart ... , ...... , ...... 21 (,,~ "1 Paperback Book Bibliography ...... 23 Participating Schools and Teacher Representatives ...... 31 dJ
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OBJECTIVES Region II Funded February 15, 1976 by the National Training was provided for 33 teachers repre~ Institute for Juvenile Justice and Delinquency senting 31 training schools from the following Prevention office of the Law Enforcement As states: Alaska, California, Hawaii, Oregon, and sistance Administration, Project READ was de Washington. signed to improve literacy among the nation's incarcerated juvenile population. Major objec Region III tives of the program included: Training was provided for 33 teachers repre 1. Training teachers in juvenile training senting 30 training schools from the following schools in diagnosis and remediation of states: Indiana, Kentucky, Michigan, Ohio, Ten reading difficulties, including the estab nessee, and West Virginia. lishment of functional reading programs. 2. Providing free reading material for the Region IV young people incarcerated in these training Training was provided for 25 teachers repre schools. This material was in the form of senting 23 training schools from the following paperback books selected from an exten states: Alabama, Arkansas, Florida, Georgia, sive bibliography compiled by the Project. Louisiana, Mississippi, North Carolina, and South Carolina. SELECTION OF THE POPULATION All Commissioners of Corrections andlor their Region V Juvenile Division Directors were informed in Training was provided for 26 teachers repre writing of the nature of Project READ. Sub senting 21 training schools from the following sequently, a letter of announcement was sent to states: Illinois, Iowa, Minnesota, Missouri, and all Superintendents of Juvenile Training Schools. Wisconsin. Approximately 180 invitations to apply for partic ipation in Project READ were sent. Over 200 Region VI applications were received by the Project with Training was provided for 36 teachers repre 165 schools selected for participation. Each senting 30 training schools from the following selected school submitted the name of one states: Arizona, Colorado, Idaho, Kansas, Mon teacher who would represent the school at a tana, Nebraska, Nevada, New Mexico, North training workshop. In order for a school to Dakota, Oklahoma, South Dakota, Texas, Utah, receive any benefits from the Project, its teacher and Wyoming. representative had to attend a training workshop. A list of these teacher representatives and the participating schools appears in the Appendix. Training Workshops-Content TRAINING For a full two days, teachers received training in diagnosis and remediation of reading difficul Training Workshops-Sites ties. The depth to which content was emphasized Six initial training workshops were held for 187 was determined by a pre-test instrument given to teachers throughout the nation. These work all teachers at the start of a workshop.·A copy of shops were held in Philadelphia, Pennsylvania on this test is~ included in the Appendix of this May 5 and 6; Sacramento, California on May 19 pUblication. and 20; Columbus, Ohio on May 26 and 27; Tampa, Florida on June 2 and 3; Chicago, Illinois on June 9 and 10; and Denver, Colorado on June Diagnosis 16 and 17, 1976. A series of tests relatively easy to administer These six regional workshops provided train and interpret were introduced to the teachers. ing for teachers in 165 schools from 49 states and For a measure of student potential, the Peabody the District of Columbia. Picture Vocabulary Test was selected. For read ing ability, the Botel Inventory was used, and for self-concept assessment, the Piers-Harris Self Region I Concept Scale was used. A description of these Training was provided for 34 teachers repre tests appears .in the Appendix. Each t~acher senting 30 training schools from,. the following received complimentary copies of all instru states: Connecticut, Delaware, District of Col ments, and was instructed to use the instruments umbia, Maine, Maryland, New Hampshire, New with her students. Additionally, a simple graphic Jersey, New York, Pennsylvania, RhQje Island, device for summarizing a student's abilities waS Vermont, and Virginia. 0 introduced.
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Remediation James Duggins and Tom Finn who run a The Language Experience Approach to teach "Hooked On Books" program in the San Fran ing reading was introduced as a means for non cisco Public Schools, M. Jerry Weiss, a noted readers to get speech into print. authority and educational editor of paperback The philosophy behind the Language Experi books, and the students and teachers within the ence Approach (LEA) is that a beginning reader institutions. Publishers of educational paperbacks can probably read his own "language" better and Sandra Topolski, Educational Director of than someone else's language. Utilizing a struc Ludington News Company in Detroit, Michigan tured series of steps to get a learner's speech into were extremely helpful in selecting and organiz print, the LEA builds on a student's strengths by ing the books that appear in the bibliography in using only the words a student has in his spoken the Appendix of this publication. vocabiilary. Words that are not in a student's spoken vocabulary are not presented in written form until he can read the words that are in his Summary of Initial Training Workshops spoken vocabulary. FunctionaL reading packets and games were Each teacher representative left a workshop displayed and utilized by teachers. Reading skills with diagnostic matel'ial, resources, and new were reinforced by using functional items such as teaching techniques to use with her students. A food packages and directions, road signs, job strictly enforced stipulation was that each applications, newspapers, magazines, T.V. teacher, upon returning to her respective institu guides, telephone books, labels from medicine tion, test a given number of students. The results bottles, containers, and clothing, as well as thru of this testing had to be returned to the Project games and music. office before a school entered the paperback Heavy emphasis was placed on the motiva book component. The data collection chart is tional impact of the material used in teaching. A contained in the Appendix. It is essential to note philosophy of teaching to a student's strengths that no school received any paperback books was established, as well as providing concrete until the test data was accepted by the Project means of success for achievement. Director. While 165 schools had teacher repre Sustained silent reading was introduced as a sentatives trained, 148 schools proceeded into means for aHowing students to "practice" read the paperback book component. ing in class each day. Teachers were instructed to take a least ten minutes each day to allow students to read from paperbacks, magazines, newspapers, posters, or any other reading mate Follow-Up Workshops r'ial ava.ilable in the classroom. Students could Once a school entered the paperback book com select what they wanted to read, read at their ponent, it became eligible for follow-up training. own rates of speed, and not be questioned on the While time and travel money greatly influ content of what they read. During this ten minute enced the number of follow-up workshops con period, everyone read; teachers, aids, super ducted, forty-three schools received such assist visors, principal, secretary, superintendent, etc. ance. Most follow-up workshops were day long Students were given a model by authority demonstrations of how to make teacher-made figures-reading was important enough that material that would reinforce reading skills. At everyone took time out to.. read each day. least three quarters of each workshop was de voted to actual "hands-on" activities where teachers compiled functional reading packets. A The Paperback Book Component major stipUlation for teachers attending these As a motivational technique to get reluctant workshops was that they leave the workshop readers reading, the Hooked On Books philosophy with a minimum of three-new activities to use in was introduced, and a copy of the second edition their classrooms the following day. Many of Hooked on Books was given to each teacher. If teachers were able to construct ten activities stl.ld~nts can select their own books, rather than ranging from games th!lt reinforced phonics skills I:l~ing t~ld what to read, chances are they will to packets teaching the user how to use a tele fi~'C d the!Jteading of that self-selected book easier phone book, cook a packaged dinner, frost a a· d l17:6re enjoyable. Censorship cannot exist friend's hair, or read a n?wspaper feature story. u derUthis philosophy, thus an extensive effort Many times, the total faculty of a school partici was made to include as many different types of p~ted in a workshop to incorporate functional books as possible. The final bibliography of reading into the school program. All follow-up paperback books was derived from the experi workshops were conducted by the Project Di ences of Dan Fader as indicated in Hooked On rector. The following schools received follow-up Books, Virgil Gulker in his Books Behind Bars, assistance:
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-;::7 State-School Every school has a combination of academic AL - Roebuck Youth Center and vocational teachers. The average nU.fiber of AL - Chalkville Youth Center academic teachers is 11, and the average number CA - Afflerbaugh Paige School of vocational teachers is four. The national CA - O. H. Close School student-teacher ratio is 9 to 1 > CA - David Gonzales Camp School CA - Karl Holton School Libraries CA - Kilpatrick Miller School Ninety percent of all 148 schools have libraries CA - Las Palmas School for Girls for student use. Fourteen scho01,:; do not have a CA - Los Robles School library. Of the 134 schools that have a library, 32 CA - Munz Mendenhall School do not have a librarian. Of the 99 schools with a CAl - DeWit,t Nelson School librarian, 7,;) are full-time and 24 are part-time CA~,'~ Northern Reception Center librarians. There is also evidence indicating that CA '- 3 . I C ]\ "o videdas they are not constant. Newspapersare diagnostic information to be so effective that ~yailable dor students in the following places they incorporated this testing into their total within the institution: school plan. '. Two distinct testing periods were established. NUMBER OF PERCENT OF PLACE OF USE SCHOOLS SCHOOLS One, the pre-testing, took place between May and June of 1976, prior to any treatment. The library. classroom I res- idences 37 29% second testing period, 'the post-testing, took library and classroom 28 22% place no less than eight weeks after treatment library and residences 12 10% began, and not later than'December, 1976. Re classroom and resi- sults of these two testing periods follow. dences 8 6% library only 22 17% classroom only 13 10% Treatment: Techniques' Used Between Pre and resiI\Cnces only 7 6% Post-TestiJ:'g The techniques presented during teacher train Paperback Books ing workshops were used with students after the Prior to their involvement in Project READ, pre-testing. A summary of those components five schools never used paperback books;>' Of the follow: 143 schools that did use paperbacks prior to their 1. Allowing for sustained silent reading involvement in the Project, 12 schools used them periods. only for required reading. Eighty-six schools 2. Designing and utilizing functional reading used paperbacks for recreational reading, and 41 packets. schools used paperbacks for a combination of 3. Using the Language Experience Approach. recreational and required reading. At least 42 of 4. Teaching to strengths. 3 the 143 schools used their paperbacks in the 5. Using paperback books in the classroom. school library. It was not possible to accurately assess the type and number of paperbacks used It is essential to note that the first four compo prior to a school' s involvement in Project READ. nents were not controlled. Some schools used these techniques almost exclusively to teach TESTING OF THE STUDENT POPULATION reading, while others merely touched on them. As indicated previously, each teacher repre The fifth component, paperback books, is the sentative was asked to test a percentage of her only constant variable. Every school used population. Schools with less than 50 students paperbacks in their classroom reading/language had to test a minimum of ten; between 50 and arts programs. The extent to which these 100, a minimum of 20; between, 101 and 250, a paperbacks were utilized varies from school to minimum of 30; and over 251 students, a school. minimum of 40. Teachers could select any student for testing. It is essential to understand that Project Most tested new students as they entered the READ is a training program-not a research institution; others tested students from whom program. This first year effort focused Oil alter they wanted more diagnostic informatioh. Some nate methods of teaching reading. While the teachers used their specific classroom popula data collected is both magnanimous and impres tions, while others sought out students from sive, it is secondary to the efforts of the Project. other teachers who wanted diagnostic informa The data that follow should be viewed as infor tion from their students. Ten schools found the mative and descriptive-not as empirical. a 4 C'l PRE-TEST DATA ANALYSIS Reading-Decoding A total of 4,330 students from 148 institutions According to the Botel Word Recognition Test in 47 states and the District of Columbia repre and the University of Maryland upper level read sent ;the pre-testing population. The following " ing lists, the average ability tb decode words is national averages resulted: . 4th grade level. The range on these tests is from ;~,total non-reader to 12th grade leveL A frequency distribution of reading decoding leVels follows: National Averages from Pre-Testing II (N = 4330) Pre-Test Reading Decoding Scores for 4,259 Students MINI- MAXI- VARIABLE MEAN MUM MUM PERCENTAGE OF Chronological Age 15-11 8-11 24-2 STUDENTS Grade 9 3 16 READING NUMBER OF SCORING AT Mental Age 11-9 3 18+ LEVEL STUDENTS. THAT LEVEL Reading Decoding 4 rton-reader 12 non-reader 59 1.4% Reading Compre- pre-primer 147 3.5% hension 4 non-reader 12 primer 112 2.6% Phonics-Con- grade I 192 5% sonants 16 of 18 0 18 (4. grade 2-1 225 5.3% Phonics-Blends \2 of 19 0 19 grade 2-2 142 3.3% Phonics-Rhyming 6 of 8 0 8 grade 3-1 424 10% Self-Concept 50 2 80 grade 3-2 376 8.8% grade 4 505 11.9% I am a good reader: grade 5 382 9% yes 2,182 or 51% grade 6 249 5.8% no 2,059 or 49% grades 7-8 326 7.7% 1 like paperbacks: grades 9-12 1,120 26.3% a lot 1,447 or 34% a little 1,766 or 42% R eading-Comprehensioll" not at all 1,031 or 24% According to the Botel Word Opposites Test, the average ability to comprehend the written Chronological Age (CA) word is 4th grade level. The range on this test is from non-reader to 12th grade. A frequency The average CA is 15 years, 11 months, with distribution ,of reading comprehension levels fol- ranges from 8 years, 11 months to 24 years, 2 lows: Ii months. Grade in School Pre-Test Reading Comprehension Scores for 4,169 Students Of the 4,330 students tested, 2,092 are in non-graded situations. Of the 2,238 students as PERCENTAGE OF signed to a grade level, the average grade is ) , STUDENTS ninth. The range of grade levels is from third READING NDMBEROF SCORiNG AT grade to grade 16. LEVEL STUDENTS THAT LEVEL non-reader 160 3.8% Mental Age (MA) grade I 211 5.1% grade 2-1 In, 4.1% Student potential, as indicated by the Peabody -. grade 2-2 284 6.8% Picture Vocabulary Test is equivalent to sixth grade 3-1 315 7.6% grade. 'I)1e average mental age score is 11 years, 9 1\ grade 3-2 259 6.2% ~:'lii , , grade 4 376 9% months. A grade equivalent is arrived at by' /" 'grade 5 772 18.5% subtracting five (the age most children begin'~' grade 6 601 14.4% school) from the ¥A. It 'is necessary to indicate grades 7-8 649 15.6% that while this test correlates very highly with a ",.\ .grades 9-12 . 37) 8.9% Weschler andior Stanford-Binet, and is one of ..' the few tests of its kind not requiri:ng reading. it /. Re(lding-Phonics has culture biases. With appro{Cimately 50%.qf.:,c,if'J;'~~~~efits scoring at or below t~~ fourth gr~de the population comprised from ininoritygroups, leTI::l on the 'EotelWord RecogmtIOn Test were this aVerage MA of 11-9 could be slightly lower administered threesections of the Phonics Test~ than actual as a result of the culture bias. Xt cOIl§omints, blends;;;and rhyming words. The should be noted that--57% of all students",tilking .~yerage scor~ on th~ consonants section. was 16 the Peabody scoredl'O'wer than 11-9. The ranges'~ut of a posSlble 18, On the blends sectIOn, the of mental age are from 3.::0 to 18t. ~",~'4erage score was 12 out of a possible i9;and?,on Q ,"u the rhyming words section, the average score that the more phonics a student knows; the' was 6 out of a possible 8. higher his reading level. This is more apparent for These scores suggest a correlation between the area of blends than for rhyming words or reading level and phonics ability. Thus, the graph consonants. below was designed to indicate the percent The following chart also indicates the increase age of consonants, blends, and rhyming words in reading level as phonics ability increases. Jmown by students at e;:tch level of reading from These figures represent a total population of non-reader thru grade four. The graph indicates 1,385 students who scored at or below. the fourth grade level on the Botel Word Opposites Test. RHYMING CONSONANT BLENDS V;!ORD BOTEL WORD OPPOSITES KNOWLEDGE KNOWLEDGE KNOWLEDGE GRADE LEVEL (MAX = 18) (MAX = 19) (MAX = 8) Percent Mean Percent Mean Percent Mean non-reader 69.3% 12.5 25.1% 4.8 47.8% 3.8 78.9% 14.2 34.3% 6.5 62.6% 5.0 2-1 82.2% 14.8 44.7% 8.5 78.0% 6.2 2-2 88.4% 15.9 52.5% 9.9 84.5% 6.8 3-1 89.3% 16.1 62.]% 11.8 86.4% 6.9 3-2 90.7% 16.3 64.9% 12.3 88.0% 7.0 4 92.7% 16.7 71.7% 13.6 90.2% 7.2 Self-Concept According to the Piers-Harris Self-Concept Phonics Ability Compared To Readh~g Level Scale, an acceptable score is between 46 and 60. The aVerage score on the pre-test was 50, which would indicate an acceptable self-concept. Of the Percentages 4,241 students taking the test, 41% had accept 100 able self-c'bncepts; 34% had scores that were 95 below the acceptable range; and 25% scored ...... ~~ 90 above (evidence of "faking" answers) the ac %- ,- 85 .....A F··w::. ~#.~ ceptable range. .. ,...... A 80 .... r" One of the 80 statements in the Piers-Harris .~ ,. 75 Jr- ## was analyzed separately. Statement number 70 # 70 / .... reads: "1 am a good reader." Approximately U 7 51% or 2,182 students answered yes to this 65 I ".,' JJ Jt--,. statement. The remaining 49%, or 2,059 stu- 6G / / o dents, answered no. While these figures are not 5.'5 .d· consistent with the percentage of functional illit 50 7 erates (60%) among this population, the percep 45 U ./ tions of the students responding to the s.tatement 40 .4J ....~, are true. The word "good" in "I am a good 35 reader"is relative. While a student may be .#J~ 30 reading at a second grade level, he may perceive .t" bimself to be a "good" reader. 25 20 15 I Response to Paperback Popularity -) Most of the schools using paperbacks prior to 10 their involvement in Project READ were using them as .P~to~ an academic program, as well as for readtngenJoyment. Each student was asked 2-1 2-2 3-1 3-2 to respond to the statement . . , I like paperback Botel Word Opposites Level books .. , a .lot ... a little ... not at all. Fol Consonants ••••••••••, Blends ._._•• lowing are the results of that statement: Rhvmi ng Words 1. Thirty-four pen::ent, or 1,447 students said tbey liked paperbacks "a lot." 2.. Forty-two percent, or 1,766 students re sponded "a little. " 3. TwentY-four percent, or 1,031 students said they did not like paperbacks at all. 6 r; '" 0 Explanation of Graph Depicting the Average would have the ability to perform at16 minus 5, Student Tested or grade 11. C?f the 4,330 students selected for testing ~y A horizontal line is drawn thru the point at theIr teach~rs, the average student is 16 years which the mental age is plotted. This line then old, in the ninth' grade, reading at the fourth represents the student's potential, at the time of grade level, with t.he ability to perform at the testing.' upper half of sixth grade. For a quick assessment Thus, the average student is rea4ing. almost of the average student, a graph converting all three years below his potential, and~:five years scores into grade level equivalents was prepared. below his grade level. He is approximatdy sev,en Grade level equivalents of chronological age and years behind his sixteen year old peers of aver- .' mental age are arrived at by subtracting five from age mental ability. each figure. Five is the age most youngsters enter school; thus, a student with a mental age of 16 Composite of the Average Student of 4,330 Students Pre-Tested Chronological Grade In Mental Reading Reading Grade Age School Age Oecoding COlTlprehension 12 11 '4t~ ..~ 10 ~. T.~ .~ ~ 9 ~ ~.. 8 ,. .~.. " ~.. ~ 7 ... 6 •• .., .~ 5 .~ T~.,. ., 4 " {:, n 3 2 ) '.' (,- . o 7 Regional Averages from P.re~ Testing similarly. The following charts indicate the As teachers were trained in six, separate re mean, minimum, and maximum scores for stu gional 'Workshops, student data was categorized dents within each region. .Regional Averages from Pre.Testing Region I Region II Region III Mean Min. Max. Mean Min. Max Mean Min. Max. Chronological Age 15-.6 8-11 19-4 1.6-9 9-0 24-2 15-11 11-0 20-0 ,;.-- Grade 8.96 4.0 12.0 9.95 3 16 8 . .6 3 ]2 Mental Age 11-4, 3 18-0 12-5 5-2 18-0 11-9 4-7 18-0 non non non Reading Decoding 32 reader 9-12 4 reader 9-12 4 reader 9-12 non non non Reading Comprehension 4 reader 9-12 4 reader 9-12 4 reader 9-12 PhoniGs-Consonants 16 0 18 16 4 ]8 1.6.5 0 18 -Blends 10 0 19 12 0 19 10 0 19 -Rhyming Wor~~~,. 7 0 8 7 0 8 7 0 8 Self-Concept 52 10 79 51 2 80 50 12 80 Yes No Yes No Yes No 1 am a good reader 59% 41% 51% 49% 49% 51% not hOt not a lot a little at all a lot a little at all a lot a little at all I like paperbacks 30% 43% 27% 3.6% 39% 25% 36% 40% 24% Region IV Region V Region VI Mean Min. Max. Mean Min. Max. Mean Min. Max. 15-3 10-4 19-4 1.6-0 10-6 20-1 16-0 10-6 21-9 8.15 4 12 8.3 4 11 9.25 3 I3 10-5 4-11 18-0 12-4 5-6 18-0 12-.6 4-11 18-0 non non 3' reader 9-12 5 pp 9-12 5 reader 9-12 non non non 1. 3' reader 9-12 5 reader 9-12 5 reader 9-12 14 0 18 16.5 0 18 16.6 0 18 8 0 19 11.9 0 19 12 0 19 6 0 8 7 0 8 7 0 8 50 14 79 52 9 80 50 11 78 /~ Ye1i No Yes No Yes L No 47% 53% 54% 4.6% 51% I 49'% not not not a lot a little at ail a lot a little at all a lot a little at all 32% 43% 26% 34% 43% 24% 35% 47.% 22% 8 Correlations of AU Variables from Pre-Test Data D. Phonics-blends ~orrelates highly Since 4,330 students comprised the pre-test with rhyming words (.5'20) sample, correlations among variables were run E. Reading comprehension correlates on this pre-test group. With such a large popula highly with: tion, almost all correlations are significant, how D Phonics-blends (.617) ever, those variables being most significant 2. Phonics-rhyming words (.451) (above .400) are reported herein: F. Phonics-consonants correlates highly with: A. Mental age correlates highly with: 1. Phonics-blends (.585) 1. Reading decoding (.490) 2. Phonics-rhyming words (.499) 2. Reading comprehension (.547) 3. Phonics-blends (.427) \' B. Reading decoding correlates highly with: The most significant correlations are between 1. Reading comprehension (.795) reading decoding and reading comprehension 2. Phonics-blends (.709) and reflding decoding and phonics-blends. As 3. Phonics-consonants (.508) indicated by the pre-test data, the national aver 4. Phonics-rhyming wQrds (.502) ages for both decoding and comprehension 'are C. Chronological age correlates highly fourth grade leveL The chart below indicates with grade level (.608) correlations among alkl'ariables. Correlations Among All Variables From Pre-Test Data n=4330 Variables 2 3 4 5 6 7 8 9 10 11 Chronological Age .221 .144 .171 .085 .082 .Q66 .106 -'- .025 .069 Grade in School .249 .167 .180 .105,I .122 .082 .130 Mental 'I Age .056 .214 .246 Reading- Decoding .12K .383 .333 Reading- Comprehension .617 .451 .144 ~.320 .324 Phoni,cs- Consonants .112 .184 .215 Phonics- Blends .286 .247 " Phonics- Rhyming Words Self- Concept I am a good reader Paperback Enjoyment ,- ">:,.- 9 POST-TEST DAT ~ ANALYSIS READING NUMBER OF Students housed 1n training schools enter and LEVEL STUDENTS PE:R:CEN"T are released on a continuous basis. Many of the Non-reader 24 1% students pre-tested for the Project were released Pre-primer 43 1.8% prior to post-testing. A total of 2,463 of the Primer 61 2.6% original group of 4,330 remained for post-testing. Grade 1 72 3% The analysis of data for these 2,463 students Grade 2-1 107 4.5% follows; Grade 2-2 76 3.2% Grade 3-1 '192 8% Grade 3-2 195 8.2% Grade 4 241 10.1% National Averages from Post-Testing Grade 5 191 8% Grade 6 159 6.1% MINI- MAXI- Grades 7-8 220 9.2% VARIABLE MEAN MUM MUM Grades 9-12 805 33.7% Chronological Age J6-2 94 22-2 Grade 9.3 3 14 Mental Age 12-5 3-10 IS+ Reading Decoding 5 non-reader 12 Reading-Comprehension .Reading Compre- hension 5 non-reader 12 The average reading level for comprehension Phonics-Con- is 5th grade with ranges from non-reader thru sonants 17 ()f IS 0 IS 12th grade. A frequency distribution of reading Phonics-Blends 14 of 19 0 19 Phonics-Rhyming comprehension scores follows: (N = 2372) Words 7 ofS 0 S Self-Concept 55 S SO I am a good reader: yes 1,503 or 63% READING NUMBER OF no S82 or 37% LEVEL STUDENTS PERCENT I like paperbacks: a lot 1,119 or 46% Non-reader 26 1.1% a little 994 or 41% Grade 1 70 2.9% not at all 310 or 13% Grade 2-1 92 3.9% Grade 2-2 114 4.8% Grade 3-1 138 5.8% Grade 3-2 156 6.6% ChroflQlogical Age Grade 4 269 11.3% Grade 5 361 15.2% The average CA is 16 years, 2 months with the Grade 6 438 18.5% youngest student 9 years, 4 months and the Grades 7-8 oldest 22 years, 2 months. 433 18.3% Grades 9-12 273 11.5% Grade The grade range for students at the time of Phonics-Consonants post-testing was from grade 3 to grade 14. The average grade is 9.3. The average student of 1,313 taking this test knew 17 of a possible 18 consonants. Only 52% Mental Age of the 1,313 knew all 18 consonants. The aVerage MA is 12 years,S months, with ranges from 3 years. 10 months to 18+. A grade level equivalent for the average mental age is 7-5, Phonics-Blends indicating that the average student has the poten The average student of 1,313 taking this test tial to do work half way tbrough the seventh knew 14 ofa possible 19 blends. Only 31% of the grade. Of all 2,463 students post-tested, 55% had 1,313 knew aU 19 blends. mental apes below 12-5. Reading-Decoding Phonics-Rhyming Words Tbe average reading level for decoding is· 5th Of the 1,312 stUdents tested, the average score grade with ranges from non-reader thru twelfth was seven right out of eight. Seventy":nine per grade. A frequency distribution of reading- cent of the 1,312 stUdents knew all eight rhyming decoding scores follows: (N = 2386) . pairs. 10 "" Self-Concept Dift'erence Scores for Each Variable The average student scored at 55 which is well within the 46-60 acceptable range. Only 25% of Chronological Age the 2,370 students scored below the acceptable Four months was the average time between .... range. Sixty-two percent scored within t.he ac pre and post-testing. ceptable range, and 13% scored above the ac ceptable range, indicating their scores ate proba Grade bly "faked." Grade in school remained constant. I Am A Good Reader This statement is item #70 in the self-concept Mental Age scale. 1,503 students said they were good A gain of seven months is seen from pre .to readers, and 882 said they were not. post-testing. The significance of this .increase must be measured against past rate of growth. Paperback Enjoyment Since the average chro~lOlogical age of students Students were asked to' respond to the state was 15-10 and the average mental age was 11-10 ment "I like to read paperbacks" ... a lot ... a on pre-test, there is a four year lag in growth. It little ... or not at all. Forty-six percent indi has taken these. students Ph years to grow one cated "a lot," 41% said "a little," and only 13% year in grade level achievement. Therefore, over said "not at alL'~ a period of four months,. these students would be expected to gain only three months in mental Summary of Post-Test Data age. Instead, they gained seven months or, more At the time of post-testing, the average student than doubled their previous fate of growth. was reading approximately 2;1 years below his Reading-Decoding potential; four years below his grade level; and six years below his chronological age peers of An average gain of one year was made. Of a average intelligence. possible 240 words, the average humber right on the pre-test was 153 words. On the post-test, the PRE-POST TEST GAINS average number right was 166 words. The average gain was 13 new words. f) Gains scores are computed on the 2,463 stu dents who received both pre and post-tests. For Reading-Comprehension a more accurate picture of what the pre-test national averages are for this smaller group, the An average gain of one year was made. Ofa following chart is provided. possible 100 words, the average number rigtJt on the pre-test was 59. On the post-test, the average Pre-Test National Averages of 2,463 number right was 65 words. The average gain was 6 new words. \:, Students Who Were Post-Tested 7,~: MINI- MAXI- Phonics-Consonants VARIABLE MEAN MUM MUM Of a possible 18 correct, the post-test average indicated a gain of 1, or from 16 to 17. Ofthe total Chronological Age 15-10 8-11 24-2 Grade 9.1 3 13 pre-test group, 44% of the students knew all 18 Mental Age 11-10 3-8 18+ consonants. By post-testing time, 52% of the Reading Decoding 4 non-reader 12 students knew all 18 consonants. Reading Compre- hension 4 non-reader 8 Phonics-Blends Phonics-Con- On the pre-test, only 21% of the students knew sonants 16 of 18 0 18 Phonics-Blends 10 of 19 0 19 all 19 blends. By post-testing time, 31% of this Phonics-Rhyming same group kn'ew all 19 blends. The average gain Words 70f8 ' 0 8 was 4, or from 10 to 14 blends. Self-Concept 50 2 80. 1 am ~;.goodreader: Phonics-Rhyming Words .' yes 1,246 or 51% While there was no gain in the number of no i~ 1,182 or 49% ':,rhyming words lea.rned from pre,to post-testing, I1ike paperbacks: j~ should be noted that at the time ofpre-testlng, a lot 825 or 34% .' only 68% of the students kne,y/ aU 8 rhyming a little 9950r41% words. At post-testing, 79% of this sa.me group not at all 603 or 25% knew all 8 words., :' 11 J) Self-Concept Summary of the Testing Component While the average score stayed within the Considering that Project READ is a training acceptable range at the time of post-testing, it effort, not a research one, the data presented still increased by 5 points. The more significant herein are noteworthy. While there were few changes ,were' in the size of the group scoring controls placed on the treatment (teaching tech within the acceptable range. At the time of niques used between pre and post-testing) be post-testing, 19% more or 62% fell into the tween pre and post-testing, there were signifi acceptable range. This is a move'up of 11% from cant increases in scores. With an average of four Jhe below acceptable range. Only 13% of the months betWeen testing periods, a group of over students scored above the acceptable range, or in 2,400 juveniles increased their reading abilities, the "faking" range at the time of post.-testing. mental ages, self-concept, and more importantly, their desire to read. Results of these findings are evidence that juvenile offenders can be moti vated to want to learn to read, and that improved PRE-POST DIFFERENCES ON teaching techniques can make a difference. SELF-CONCEPT Implications from these data for further work RANGE PRE POST DJFFERENCE in the area of improved literacy programs for ju,;enile offenders might be: Below Acceptable 36% 25% 11% decrease Acceptable 43% 62% 19% increase 1. Providing in-service programs for teachers Above or Faking 21% 13% 8% decrease on how to improve the literacy levels of o juvenile offenders. 2. Providing paperback books and functional reading programs in all areas of the school lAm A Good Reader curriculum, including vocational studies At the time of post-testing, 12% more of the and fine arts. students answered yes to this statement than at 3. Increasing the number of titles of paperback the time of pre-testing. books per student. 4. Designing reinforcement games and ac tivities that focus on consonants and con 1 Like Paperbacks sonant blends. Twelve percent more students liked paperbacks 5. Providing for sustained silent reading "a lot" at the time of post-testing than at the time periods every day and on a school-wide of pre-testing. basis. Pre-Post Scores on 2,463 Students Chronological Grade In Henta1 Reading Reading Grade Age School Age Decoding Comprehension 12 11 dl 4... ~ 10 ,- .... ~ ...... l .~...... ~ .8 -.... "'" .... ~ ~.II.III •••••• •.•...... ~~ ...... ,'\...... Pre ••••• Post _ 12 -~-- I. PAPERBACK BOOK DATA months apart, a. title t~at ,was really popular As described on page 2, the paperback book could be re-ordered. Dunng the second ordering period, new titles were added to the bibliography component of Project READ was designed to as a result of student requests. ,. place uncensored, self-selected books of varying degrees of reading difficulty in the hands of Allocation of Paperback Monies juvenile offenders. No controls were enforced on placement of these books within the institution, To provide for as many titles per student as although it was strongly recommended that they \ funding would allow, the following system was not be catalogued in the library. In some institu designed. The 148 schools were divided into tions, the entire school population had access to three categories based on their popUlations. the books, in others, accessibility was limited to Schools in Category A having populations be those students who participated in the testing tween 8 and 45 students were allocated· $200 program. each. Category B schools having populations The major objective of the paperback book ranging from· 46 to 230 students received $330 component wa.s to make reading a reality-a each. Schools with populations ranging from 231 pleasurable experience-and, an experience that to 850 students feU into Category C, and received could be associated with success. Each student between $350 to $1,400 each. Slightly more than selected two paperback books that remained in half the money was allocated for the first book his possession until he wanted a third. At that order, and the remaining money for the second point in time, he had to "tl'ade in" one of the two order. original books. This trade system \'kept books Total student population represented,by these circulating freely, yet, allowed a student to feel 148 schools is approximately 20,676. With he had possession of something he reaUy wanted. $53,000 allocated for paperback books, a grand No penalties were placed on students w'ho traded total of 60,286 books was distributed, an average in books without completing them, for quite of three (3) books per student. ., often ~he selection was made on impUlse or Best Sellers attractiveness of the front cover. Many schools permitted the paperbacks to travel with the A list of the 50 titles most frequently selected students-to dorms, dining areas, etc. A tOJlr of by the students in the 148 institutions follows. an institution receiving books from PI"oject This list represents books made popular through READ might reveal paperbacks on beds kitchen television and movies, as well as books relatively countertops, interfaith centers, in gym~asi~lms, unknown to the general pUblic. More important recreation rooms, and infirmaries, as well as;\the ly, the list represents reading difficulties ranging back pocket of jeans. For some students, hav;~ng from very low level to very high level. The a pap~r?ack book to call his own was a "firs~." selections herein are proof that poor readers can Surpnsmgly, few books were lost with the stu. and will read books that are far above their dents themselves initiating book collection de "tested abilities" when they are movtivated to do vices. Upon their release from an institution, so. These students were indeed motivated. many young people got to take their favorite o book(s) home. TOP 50 BOOK LIST 1. Go Ask Alice Avon Book Distribution 2, Soul Brothers and Sister Lou Avon Paperback book order forms were sent to each 3. Brian's Song Bantam teacher representative, along with two identical 4. Runaway's Diary Archway 5. Sarah T: Portriat of a Teenage Ballantine copies of the bibliography. One copy was for Alcoholic students, the other for the teacher. Once both 6. Guinness Book of World Bantam students and teacher came to a joint decision on Records which books would be ordered, the form was 7. Jaws Bantam completed, and returned to the Project office. 8. Cool Cat Dell Before an order was filled and shipped to a 9. Ripley's Believe It or Not Pocket school by the Ludington News Compa.ny, a 10. TeacuIJ FuJI of Roses Avon Project READ staff member checked the order II. Legend of Bruce Lee Archway Bantam .. for accuracy and to record the types of. books 12. Run Softly, Go Fast ordered. One major stipulation was placed on 13. A Hero Ain't Nothin' But A AVon ordering: No more than five copies of anyone Sandwich '. 14. Love and Sex in Plain Bantam' title could be ordered, with the exception being Language dictionaries. The reason for this stipulation was 15. Big Foot Bantam to allow as many titles as possible to circulate 16. Harlem Summer Berkley among the: students. Since there were twose:pa 17. The Godfather Fawcett rate ordering periods, approximately three 18. Planet of the Apes NAL 13 0 19. Guinness Sports Record Book Bantam COORDINATION AND COOPERATION 20. Sex: Telling It Straight Bantam 21. Nobody Waved Goodbye Bantam Members of the Project READ staff have 22. In Prison NAL served as speakers and/or participants in confer 23. The Outsiders Dell ences and programs throughout the year. These 24. Ali Tempo efforts have helped to strengthen the cause for 25. The Devil's Shadow Archway improved literacy programs in correctional in 26. Durango Street Dell stitutions. FolloWing are some of these, efforts: 27. It Pays to Increase Your Word Bantam Power - Speaking to "Alternatives to Public School C'J 28. Mom, the Wolfman and Me Avon Teaching" at Western Maryland College 29. When the Legends Die Bantam and the University of Maryland. 30. Count Me Gone Archw~'; - Conducting workshops on "Motivating the ) 3]. One Flew Over the Cuckoo's NAL Reluctant Reader" at Jersey City :State I Nest College, the University of Southern Missis 32. Manchild in the Promised NAL sippi, Western Maryland College, and the Land International Reading Association's Nation 33. Don't Look and It Won't Avon HUIt al Conference. 34. Escape to Witch Mountain Archway - Presenting a description of educational 35. Adventures of the Negro Bantam programs available in juvenile correctional 0 Cowboys institutions to: the Maryland Higher Edu 36. Complete Book of Self- Bantam cation Reading Association and the Defense Georgetown Visitation Preparatory School. 37. 'Pictures for Writing Bantam - Serving on the Board of Directors of: The 38. Tuned Out Dell Education Commission of the States Cor 39. 'Black Boy Harper/Row rections Project and the Collegt! Reading 40. Tomboy Bantam Association. 41. Alive: The Story of the Avon Andes Survivors - Presenting the objectives and findings of 42. I Never Loved Your Mind Bantam Project READ to: The Educational 43. That Was Then, This Is Now Dell Paperback Association and the American 44. My Darling, My Hamburger Bantam Association of Publishers. 45. Serpico Bantam 46. Freedom Road Bantam 47. HotRod Bantam Additiona! Services 48. Ten ,Short Plays Dell T\l,e Project staff provided two distinct ser 49. Ode to Billy Joe Dell vices to participating schools. ReadResources, a 50. Thorndike-Barnhardt Bantam newsletter provided teachers with sample teach Dictionary ing lessons, free and/or inexpensive teaching Favorite Categories aids, and noteworthy articles. Additionally, a "hot~line" from teacher representatives to the High interest, low reading leve:l books, depict~ Project office allowed designated teachers to call ing adolescent problems were selected most fre collect for diagnostic information, help with re quently. Bibliographies of modern day heroes mediation and assistance in preparation of and heroines were selected as well as books on paperback book orders. Over 100 such calls were self-improvement. It· is interesting to note that taken each month. A poster depicting functional 745 dictionaries were purchased for personal reading items was designed and distributed by usage. While television and motion pictures have the Project. Each student who participated in the been blamed by many authorities for the decline testing program received a poster for his efforts . .of reading in American families, they have ap parently introduced a number of reading topics to the juvenile offender popUlation. Among these Project Support topics are the serialized books based on James A number of organizations have contributed to Bond; the Six Millon Dollar Man, and Alfred the support and causes of Project READ. Hitchcock. Many single titles were read after a television production of the same had been aired. 1. The National Home Library Foundation For Wany stugents selecting a paperback book contributed $5,000 for the purchase of was a new and difficult experience the first few paperback books. o times. Until stUdents read, or learned from 2. The New American Library Publishing. others about new titles, they were lost in the Company contributed all paperback books selection process. Hopefully, the top 50 list of that were exhibited by them at various books inCluded herein will' provide a beginning conferences throughout the country. As a fot students who ask for help in selecting titles. result, thousands of additional paperbacks 14 ~----" were available in the schools R~rved by than 60,000 paperback books were distributed Project READ . , ' among the student population. A diagnostic pro o 3. All books that were purchased IW the Proj gram permitted teachers to assess the strengths,; ect were distributed free by the Ludington and weaknesses of their students. Teaching tech News Company of Detroit, Michigan. OVer niques including the Language Ex:perience Ap 60,000 paperback books were delivered free proach to reading, designing functional reading as far as Alaska and Hawaii. packets, teaching to strengths, and sustained 4. The Nationa.l Right To Read office of the silent reading were used to help improve the Department of Health, Education, and Wel literacy levels of incarcerated juveniles. In a fare awarded Project READ a Certificate of four-month period, an average reading °gain of Recognition for "outstanding contributions one year was seen; along with a sevell-month to the development of literacy in the U ni ted gain in mental age, as well as an improvemel1t in States. " self-concept and in reading enjoyment. Results of these findings indicate that juvenile Qffenders can SUMMARY be motivated to want to learn to read; can improve their reading ability; and that improved Project READ has achieved its first year ob teaching techniques can make a difference. jectives of training teachers in juvenHe training schools in the area of reading diagnosis and FOOTNOTES remediation, and in providing free paperback 'Clearinghouse for Offender Literacy, Final Report 1974-75, Ameri books to the young people incarcerated in these can Bar Association, Washington, D.C. 'Hooked on Books, Daniel Fader, Berkley Publishing Corporation, training schools. A total of 148 training schools New York, 1966. representing 47 states and the District of Colum "Foc(1sing 011 the Strengths of Children. Linda GarnbrelI and Robert bia received assistance from the Project. More M. Wilson, Fearon Publishers, California, 1974. 15 '\ APPENDICES Diagnostic Test Descriptions Peabody Picture Vocabulary Test, American Bolel Reading Inventory, Follett Publishing Guidance Service, Inc., Publisher's Building, Company, 1010 West Washington Boulevard, Circle Pines, Mirlnesota 55014. Chicago, Illinois 60607. The PPVT is designed to provide an estimate A. Word Recognition Test. A series of word of a student's verbal intelligence through measur lists ranging from pre-primer to fourth ing his hearing vocabulary. No reading is required grade. Each word list contains 20 words of the examinee, and the test can be given to that the student must read instantly and anyone between 2 and 18 years who is able to accurately. This test does not check word hear words, see drawings, and can indicate a meaning, merely decoding. An additional "yes" or "no" answer. While the test takes only set of words from fifth grade thru twelfth ten to fifteen minutes to administer, the scoring grade was supplied by the Reading Center, is completely objective, and pre-post forms are University of Maryland. available. The scores yield both a mental age B. Word Opposites Test. Consists of ten level and Intelligence Quotient. With the mental graded lists of words from first gl'ade level age score converted to a grade level, a learning thru twelfth grade. The object of the test is potential for verbal intelligence can be arrived at. to have a student find the opposite of a word in a set offour words. The yield is a comprehension predictor indicating the reading level a student can work at most Piers Harris Self-Concept Scale, Counselor comfortably. Recordings and Tests, Box 6184, Acklen Station, C. Phonics Test. Only three secetions of this Nashville, Tennessee 37212. test were administered. The consonant This scale has 80 statements to be answered and consonant blends sections enables a with a yes or no. It is a self-report instrument teacher to identify the soundletter pattern which can be read by the student or by the relationships that a student knows. The teacher to the student. The scale contains six rhyming word section provides four writ factors including Behavior, Intellectual and ten words which the student must provide School Status, Physical Appearance and Attri rhyming counterparts for. Both vowel, butes, Anxiety, Popularity and Happiness, and knowledge and initial consonant substitu Satisfaction. tion are needed for this task. (') 1..1 17 c- -1/ //' {/ ( " Teacher's Pre-Workshop Assessment For each of the following questions please circle c. skill grouping· the letter corresponding to the most appropriate d. little teacher involvement response. e. self-selection of materials 1. When starting a han<;licapped reader in a 6. Which of the following statements is not a remedial program, the teacher should start characteristic of'the language experience ap with the student's: proach: a. most serious weakness a. gets a student's speech into print b. least serious weakness b. reinforces comprehension skills c. strength c. reinforces word attack skills d. skill in word attack d. keeps all students at the same level of e. skill in comprehension instruction, 2. Which of the following is an important prin e. works best with small groups ciple of remediation of reading difficulties: 7. The key to the number of syllables in a word is: a. Remediation should strive to make the student feel immediate success. a. the number of vowels in the word b. Remediation should strive to make the b. the number of single consonants in the student aware of his serious weakness. word c. Remediation must incorporate extensive c. the number of vowel sounds in the word isolated drill. d. the number of double vowels in the word d. Remediation must be conducted in a e. the number of paired consonants in the meaningful classroom situation. word e. Remediation can be started only after a 8. Which of the following nonsense words con complete diagnosis. tains a visual clue to a long vowel sound: 3. Mrs. Chang has five students who are in the a. ditchot " sixth grade but reading at a second grade b. ikin level. She has decided to use the language c. opset experience approach with them. I;valuate d. viret her decision: e. spege a. It is likely to be unsuccessful since the 9. The fonowing errors in reading: language experience approach is used only with beginning readers. . '" bit for bet b. It is likely to be successful since tlYe hat for hot reading materials used in the approach hug for hog have been prepared by authorities in re medial reading. would best be classified as: c. It is likely to be successful since the a. initial vowel substitution students will have an opportunity to ex b. medial vowel substitution press their ideas and interests. c. no word attack system d. It is likely to be unsuccessful since there d. not knowing e a~d 0 in a medial position can be no structured phonics program iIi ' e. not knowing i, a, and u in a medial posi the approach. tion 4. Which of the following methods of tem:;btn~' 10. I use paperback books in the c1assroom: reading stresses seeking, self-selection, and a.. all the time self-pacing: b. some of the time a. basal reader c. not arall b . .linguistic 11. In my classroom reading skills are taught: c. individualized d. language experience a. through a basal reader e. programmed b. ~hrough language experience skill groups c. througn individl.laHzed reading skill 5. Which of the following is not a charact~~'istic groups' of individualized reading: ' d. through a published program such as a. individualized conferences SRA, EDL,.,RandorrLHouse, etc. b. interest grouping e. other (specify) 19 Student Data Collection Chart SCHOOL ______STATE DATE ______ TEACHER REP I AVERAGE SCHOOL POPULATION J SEPT I 76 PEABODY BOTEl INVENTORY PIERS-HARRIS Raw Wd. Rec. Wd. OPP. Phonics Total Item PAPERBACK NAMES C.A. Gr. M.A. Score Score No. Score No. No. Ri~ht Score # 70 RESPONSE ,~, Right Right C Bl Rhy II' " tv ~ <1 PAPERBACK BOOK BmLIOGRAPHY ACE Kildee House Disinherited: Lost Birthright of the American Nine Months To Go Light a Single Candle Indian Little Rhody Don't Look and It Won't Hurt ARCHWAY Little Vic Dreamland Lake Long Shot Fireweed Across the Tracks Man Against the Elements: Adolphos W. Fog Comes on Little Pig Feet Alvin Fernald, Foreign Trader Greely Foundation Alvin Fernald, Mayor for a Day Maple Street Foundation and Empire America's First Trained Nurse: Linda Richards Marco Polo Glory Tent Arthur Ashe: Tennis Champion Martin Luther King: The Peaceful Warrior Go Ask Alice BasebaJI Talk Matthew Looney and Space Pirates Hero Ain't Nothin' But a Sandwich Basketball Talk Me and Fat Glenda Homecoming Basil & the Pygmy Cats Meet Sandy Smith House of Stairs Basil of Baker Street Melindy's Medal It's Not What You Expect Best Friend Mighty Hard Road: Story of Cesar Chavez Jonathan LiVingston Seagull Big Blue Island Mine for Keeps Landlord Big Mutt Miss Osborne the Mop Lions in the Way Black Stone Knife Mysterious Bender Bones Listen for the Fig Tree Bowling Talk National Velvet Male and Female Under 13 Boys Book of Biking Next Door to Xanadu Mary Dove Buffalo Kill Oh, Lizzie: The Life of Elizabeth Cady Stan- Me Nobody Knows Captain of the Planter: Story of Robert Smalls ton Medicine Man's Daughter Catch that Pass Phanton of Walkaway Hill Mom, the Wolfman, and Me Cauldron of Witches: Story of Witchcraft Phyllis Wheatley My Lord, Whnt A Morning Cave of Danger Present from Rosita No Easy Circle Children of the Resistance Reggie's No Good Bird One Summer In Between Come on Seabiscuit Rock and the Willow Owl's Song Count Me Gone Runaway's Diary Please Don't Go Crossroads for Chela Run Westy Run Rascal Curious Clubhouse Sea Monsters Representing Superdoll Danny Dunn and the Smallifying Machine Secret of Crossbone Hill Rights of Students; An ACLU Handbook Danger at Loud Lake Secret of Grandfather's Diary Second Foundation Detour for Me(1, SeCret of the Indian Mound Sleep Two, Three, Four Devil's Shadow: Story of Witchcraft in Mas- Serilda's Star Soul Brothers and Sister Lou sachusetts She Wanted to Read: Story of Mary McLeod Steal Away Home Diary of a Frantic Kid Sister Bethune Taking Sides Don't Take Teddy Shirley Chisholm Teacup Full of Roses Dr. George Washington Carver: Scientist Silent Storm Through a Brief Darkness Encyclopedia Brown Shows the Way Soupbone Unbought and Un bossed Encyclopedia Brown Tracks Them Down Spell is Cast Why Me? The Story of lenny Escape to Witch Mountain Spider Plant Wild in the World Fly By Night Story of Phyllis Wheatley You Would If YOIJ Loved Me FootbaJI Talk Story of Ty Cobb: Baseball's Greatest Player" Never Leave Me Georgina and. the Dragon Strange Intruder Strawberry Statement Gertrude Kloppenberg (private) Street of the Flower Boxes America, the Raped Ghosts TaJI and Proud The Corning Age of Solar Energy Ghost of Five Owl Farm Terrible Churnadryne Dorothy Thomps'!n: A Legend in Her Time Ghost of Grannock Moor Think Wild Island, at the Top of the World Ghost Next Door Today I Am a Ham The Mystery of Atlantis Gift of Gold Veronica Ganz Christy Gift of Magi c Victory Drum Dollmaker Glass Room Where Does the Summer Go? Alive: Story of the Andes Survivors Good Greenwood Where Tomorrow? Rites of Passage Growing Up in a Hurry White Water, Still Water Notes of a Processed Brother Harriet Tubman: Conductor of the Under- Wings Over Alaska AU God's Dangers: Life of Nate Shaw ground Railroad Willy Wong: American Haunted Summer Year That Mom Won the Penant Head on Her Shoulders Young Jke BALLANTINE Henry 3 Yoga for Young People Bears and I Hold Fast to Your Dreams The Legend of Bnlce Lee Chessmen .of Mars House at 12 Rose Street Earthlight House of 30 Cats ATHENEUM Expedition to Earth How'Many Miles to Babylon Mrs. Frisby and the Rats of Nimh Fahrenheit 45J lnway Investigators Farmer in the Sky Ironhead AVON Fighting Man of Mars Jackie Robinson of the Brooklyn Dodgers Geronimo: His Own Story Jenny Black History: Lost, Stolen. or Strayed Gods ofMars. Jim Thorpe Story: America's Greatest Athlete Big Handup John Carter of Mars Joel is the Youngest Brother Llana o[Gathol Johnny Bingo Call It Sleep Master Mind of Mars Junior Miss Cay On the Beach Just Dial A Number Daybreak Princess of Mars Just Morgan Dietrich Reach for Tomorrow 23 I ------~~-- Sarah T: Portrait of a Teenage Alcoholic Heart is a Lonely Hunter To Race the Wind Starman Jones Hog Butcher Tortilla Flat Stat Tr.ek Log One Hot ,Rod 20,000 Leagues Under the Sea Star Trek Log Two I Am Third Up From Slavery Star Trek Log Four Illustrated Man Way It Spozed to Be Swords of Mars Incredible Athletic Feats When the Legends Die Synthetic Men of Mars Incredible Journey Where Do We Go From Here? Thuvia. Maid of Mars I Never Loved Your Mind Wolfling Unique Collection oflndian Tales Inn of the Sixth Happiness Wonderful Ice Cream Suit and Other Plays Warlord of Mars In the Heat of the Night World's Best Short Stories The Living Sea Ishi, Last of His Tribe You Can't Get There From Here Clive, lnside the Record Business 1 Sing the Body Electric Sting Tarzen of the Apes It Pays to Increase Your Word Power Great Tales of Horror Adventures of Sherlock Holmes' Smarter It's Not the End of the World Johnny Got His Gun Brother Jeremy Airport Book of the Hopi Joy in the Morning Hotel Hell's Angels Just Give Me a Cool Drink of Water 'Fore X Everything You Always Wanted to Know Star Trek Log Three Die About Sex Light iii the Forest The Harrad EXperiment Little Britches Valley of the Dolls BANTAM Living Free The Love Machine Adventures of Huckleberry Finn Love and Sex in Plain Language Everynight JOSephine Adventures of the Negro Cowboys Machineries of Joy Jaws AdVentures of Tom Sawyer Man Without a Face The Naked Children Africa, Yesterday and Today Martian Chronicles Ragtime Algiers Motel Incident Medicine for Melancholy The Eden Express April Morning Member of the Wedding I Know Why the Caged Bird Sings Autobiography of Miss Jane .Pittman Miracle Worker No Time for Love Baseball's Hall of Fame More Stories from the Twilight Zone The Great Train Robbery Baseball's Unforgettables Mouse That Roared King of the Gypsies Basketball: Great Teams, Great Men, Great My Darling, My Hamburger The Magic of Findhorn Moments Mysterious Island The Prometheus Crisis Bell for Adano Negro Pilgrimage in America Notes to Myself Bikes New Plays from the Black Theatre The Writer's Eye Black American ElCperience New Stories from the Twilight Zone An Eye for People: A Writer's Guide to Black Pride: A People's Struggle Night Gallery Character Black Rage Night Gallery 11 Reading, How to Donnie Jo, Go Home Nilda Life Into Language Book of Kung Fu and Tai Chi Nobody Waved Goodbye Anne of Green Gables Boys and Girls Book About Divorce Notes From a Native Son Anne of Avonlea Brian's Song Of Mice and Men Anne of the Island Call of the Wild/White Fang On City Streets Trying Hard to Hear You Cannery Row Ossie: Autobiography of a Black Woman El Bronx Remembered Can't You Hear Me Talking to You Ox: The Story of a Kid at the Top New York City, Too Far From Tampa Blues r,. Catcher in the Rye Pearl Chloris and the Freaks Cheaper by the Dozen Phoebe Among the Elephants ChicanQ Cruz Pictures for Writing Naomi Child Buyer Poetry of Soul Weakfoot Color orMan Puddnhead Wilson The Wind's Twelve Quarters Complete Book of Auto Racing Quality of Courage The American Way of Laughing Complete Book of Aikido and Holds and Red Pony Dove Locks Report of the National Advisory Commission Where the Red Fern Grows Complete Book of Jukado Self Defense on Civil Disorders Desert Dog Complete Book of Karate R is for Rocket Cats: History, Care, Breeds Complete Book of Self Defense Rivers of Blood, Years of Darkness The Lives of a Cell: Notes of a Biology Con1plete .Book of Judo Road Rocket Watcher Contender Rod Serling's Triple W Bigfoot Cornbread, Earl and Me Run Softly, Go Fast Big Red Crash Club Saturday'S Child: 36 Women Talk About Breaking It Up: Best Routines of Stand Up Dandelion Wine Their Jobs Comics Dave's Song Sea of Grass Gentle Tamers: Women of the Old West Devils and Demons Sex: Telling It Straight Serpico Easy Motorcycle Riding Shane Memoirs of an Ex-Prom Queen Effect of Gamma Rays on Man in the Moon S is for Spate Tuck Everlasting Marigolds Single Light Dragon, Dragon and Other Tales Ellen: A Short Life Long Remembered Soledad Brother Being There Fantastic Voyage Something Wicked This Way Comes The Thanksgiving Treasure Flowers for Algernon (CharIy) Soule's Dictionary of English Synonyms The House Without a Christmas Tree Football's Unforgettables Spock Must Die The Call of the Wild and Other Stories Forever Free Sports Shorts A Wild Thing Frankenstein Star Trek Nobody Else WiII Listen Freedom Road Siar Trek 2 thru 10 The Bell Jar Friends Stop, Look, and Write Tomfoolery, Trickery and Foolery with Gather Together in My Name Stories From the Twilight Zone Words Girls o{Huntington House Street Rod A Country of Strangers Golden Apples of the Sun Ten Modern American Short Stories A Woman Named Solitude Goodbye Mr. Chips Ten Times Black Zen and the Art of Motorcycle Maintenance Great Moments in Pro Hockey Ten Top Stories The Golden Notebook Great White Hope That Certain Summer Ouinness Book of World Records They Call Me Coach BERKLEY Guinness Sports Record Book Thorndike Barnhardt Dictionary Halloween Tree Timeless Stories for Today and Tomorrow Accent on April Hatter Fox Tomboy All About Bikes and Bicycling 24 i; " D Angel on Skis Finn Family Moomintroll Ringling Brothers Beany Has a Secret Life Higher Than the Arrow Straight Hair, Curly Hair Black Tiger Horse That Played Center Field . Straight Lines, Parallel Lines~ Perpendicular Black Tiger at Li: Mans How the Children Stopped the Wars Lines Boy Next Door Incredible Detectives Tree Is a Plant· Boy Trouble Knee-Knock Rise Use Your Brain Cap for Mary Ellis Linnets and Valerians Water foT Dinosaurs and You Casebook of Sherlock Holmes Matthew Looney and the Space Pirates Weighing and B,;i1ancing Class Ring Matthew Loeney in the Outback What I Like About Toads Cross My Heart Matthew Looney's Invasion of the Earth What Is Symmetry?" Date for Diane Matthew Looney's Voyage to the Earth WhL\t the Mdon Is Like Day of the Drag Race Moki Wilt Chamberlain Diane's New Love My Dad Lives in a Downtown Hotel Your Skin and Mine Dinny Gordon: Freshman Mystery of the Fog Man Dinny Gordon: Sophomore No Flying in the House DELL Dinny Gordon: Junior Resident Witch Double Date Riff, Remember Abraham Lincoln Double Feature Search For Delicious Adventures of Tom Sawyer Double Wedding Shades Amelia Earhart Drag Race Driver Sidewalk Story American Heritage Book of Indians Drag Strip Silver Nutmeg American Heritage Dictionary Drop Out Time Cat Amos Fortune: Free Man End of Innocence Troublemaker AnchorMan Escape From Nowhere Windmill Summer Andromeda Strain First Men in the Moon Witch Who Saved Halloween Animal Stories Food of the Gods Year in the Life of Rosie Bernard Ann Aurelia and Dorothy Geronimo The Boy Who Can Fly Are You There God? It's Me. 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Stranger in a Strange Land How You Talk Eleanor Roosevelt Shark Attack 11.'8 Nesting Time Empty Schoolhouse Jackie Robinson Facts of L.ove and Ma~riage for Young People CAMELOT Jim Thorpe Fail Safe Ladybug, Ladybug, Fly Away Home Figure of Speech Beyond the Paw.Paw Trees Leonard Bernstein Fire Next Time Boss Cat Malcolm X First Person Singular Bread and Butter Indian Mayo BrOthers Florence !\tightingale Cockleburr Quarters My Visit to the Dinosaurs Fog Drop Dead Odds and EVens Fool Killer 18th Emergency Oxygen Keeps You Alive Forever Island· 25 Frederick Douglass Mr. Revere and I Walking A way Friend Within the Gates: Nurse Edith Cavell My Friend F1icka Walter Reed: Pioneer in MedIcine Frogmen My Name is Aram We Talk, You Listen: New Tribes, New T!lrf 'From the Mixed Up Files of Mrs. Basil E. Mystery of the Fat Cat We, Too, Belong: Anthology About Frankweiler Mystery of the Witch Who WOUldn't Minorities in America Fullback Fury Nevery Cry Wolf Why Have the Birds Stopped Singing? George Washington New Ways to Greater Word Power Wild Wheels George Washington Carver Nightbirds on Nantucket William C. Handy: Father of the Bl!Jes GeHing With Politics; A Guide to Political Night Daddy Wind in the Door Action for Young People Nitty Gritty With Love, From Karen Giovanni's Room Nobody Knows My Name Wonderful World of Horses Girl$ and Sex No More Trains to Tottenviile Word Play Good Luck AriZona Man On Two Wheels Wren Good Luck Bogie Hal Orphans of the Wind Wrinkle in Time Going tl) Meet the Man Outnumbered Writing the Research and Term Paper Go Telllt on the Mountain Outsiders Year of the Raccoon Grass Pipe Out There Year of the Three-Legged Deer " Great American Short Biographies People of the Dream Zanballer Orcst. Science Fiction Stories Peter Pan Bag The Dark Arena Great Sports Reporting Pigman Mother Night Great Stories of Sherlock Holmes Pistol God Bless Y(lU, Mr. Rosewater Grellt Television Plays Prilne of Miss Jean Brodie Player Piano Grecn Flash Racism Sirens of Titan Green Grass of Wyoming Rnp on Race Welcome to the Monkey House Guy Lenny, Red Fox Murder in Retrospect Harriet Tubman! Guide to Freedom Remove Protective Coating a Little at a Time \3, for Luck fIayburners Riders of the Pony Express The Poseidon Adventure Helen Keller Robert F. Kennedy Die Nigger Die aenry Reed's"13abysiltlrlg Service Roberto Clemente: Batting King Fanny Hill Hey, D~llImy Sam Houston Pretty Maids All in a Row His Own Where Saving Face Catch 22 Home Free Secret of the Sachem's Tree Margaret Sanger: Pioneer of Birth Control Hound of the Daskervilles Sinbad and Me Sea and Earth; The Life of Rachel Carson How 10 Eat Fried Worms Sitting Bull: Great Sioux Chief Points of Departme: 19 Stories of Youth & ifJ Love You, Am I Trapped Forever? Sing Down the Moon Discovery 1 Hc:ard the Owl Call My Name Skating Rink Ode to Billy Joe I'll Get There, It Better Be Worth the Trip Skinny Sports Poems I'm Renlly Dragged Out But Nothing Gets Me Slaughterhouse Five Alfred Hitchcock Series DOWh' , Slave Dancer Witchcraft, Mysticism ano Magic in the Black In a Mirror SnoW Bound: A Story of Raw SUrYival World Incident at HaWk's Hill Somebody's Angel Child: The Story of Bessie The Visionary Girls: Witchcraft in Sale'l1 Vil In Search of Common GrOlmd Smith lage In the Country of Ourselves Sophia Scrooby Preserved Wrapped for Eternity: Story of Egyptian Isabelle, the Heh SOS Bobomobiie Mummy bland of the l:Ilue DolphIns Soul on Icc A Room Made of Windows Is There a Life After GradUation, Henry Speak Every Day Spanish The Great Brain Birnbaum? Spirit of Jem Death is, a Noun I, Trissy Sticks nnd Stones Fair Day anti Another Step Begun 1 WaS n 98 Pound Duckling Story of My Life The Fool Killer I Will Go Barefoot Ali Summer for You Stranger on the Ball Club Fanny Kemble's America Jake Sword in the Stone Tongue of Flame: Life of Lydia Maria Child Jane Emily SUmmer Before In the Trail of the Wind: America,n Indian J nzz Country Summer of '42 Poems and Ritual Oration Jesus Son!! 'rales Out of School Wounded Knee JohnF. Kennedy Teenage Jobs Under the Mask, An Anthology About Pre Johnny Trem!lln Ten Short Plays judice in America J.T. Terrible Temptation The Fourth World Karen That Was Then, This Is Now Day of the Ness Last Picture Show Then Again, Maybe I Won't Leapl3eforc You Look These Were the Sioux DOUBLEDAY Leo, the Lioness They'll Never Make a Movie Starring Me White Man Listen Lonll After Summer Thirty-One Brothers and Sisters Long Black Cont This Child's Gonna Live DUTTON Long Day in November This Mysterious River Girls Can Be Anything Long Journey Hllme: Storie,s From Blnck His- This Wounded Land tory Thomas Alva Edison Look and Learn English Times they Used To Be FALCON Look nnd, L'carh French Timothy and 1wo Witches April Morning Look nndLearn G~rman To Be a Slave Call of the Wild Look and Learn I tuii an Too Ncar the Sun Choice of Weapons LOok and Learn 'Sp~nisb Troublemaker Dracula LOllis Armstrong: Ambassador Satchmo Truth About Mary Rose Fail Safe Malh~ Your Own Gifts Tuned Out From Slave to Statesman: Frederick Douglass MnrnsslI anti Midnight Twin Spell Go Tell It on the Mountain Mnrlll Tallchief: American Ballerina Tyler, Wilkin, and Skee Go Up For Glory Marlin Luther King, Jr. Underground Man Horse's Head MarY Under the Haystack I Always Wanted to Be Somebody Me lind My Litlie ,Brllin Underside of the Leaf Karen Metric Now: Why nnd. How We Are Going Unmaking of Rabbit West Side Story , Metric Up From Slavery Millie's Boy Venture for Freedom FAWCETT Mirror fQrWi!ches Visitor Ame.rican Negro Folktales MoreAdventures of the Orent I3rain Viva Chicano Andy Capp Series 26 Assorted Peanuts Titles Inventors Behind the, Inventor J~lfe Before Birth B. C. 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To Be Young, Gifted, and Black Noodles, Nitwits, and Numbskulls What You Must Know About Drugs True Grit 0.1. Simpson Winter Thunder and Other Stories Twink Old Charlie With the Osmonds Understanding Sex: A Young PerSon's Guide 10 I Elephant Jokes Wonderful Looking Through Glass Waldo and Magic, Inc. Outlaw Red Word Games and Puzzles Where the Lilies Bloom Papers Caper Wright Brothers at Kitty Hawk Why We Can't Wait Pass Catchers Yellow Eyes Wind From the Sun: Stories of the Space Age Pencil, Pen, and Brush Young Olympic Champions If You Could See What I Hear Perfect Put Down Young Winston Churchill Pick a Peck of Puzzles You Might Even Like l! SIMON & SHUSTER Pivot Man You're Not Elected, Charlie Brown Our Bodies, Ourselves Plenty of Riddles Your Own Joke Book Pony for the Winter . Yours Till Niagara Falls Pro Basketball Champions You've Gotta Be Joking SCHOOL BOOK SERVICE Pro Basketball: Its Superstars and History Children of the Ark: Rescue of World's i'Van- Pro Football Heroes SCRIBNER isning Wildlife Pro Quarterback Cub Scout at Last! Julie's Beritage Puppet Party Babysitter's Guide Questions and Answers About Ants Pete's Home RUll Pony Farm Stolen Train Questions and Answers About Baseball When Lightning Strikes Read a Riddle Sunnyvale Falr - Three Boys and a Lighthouse Strange Curses Ready or Not Silent Running Real Dream SIGNET Golden Girl Rebel Rides Again Not the Usual Kind of Girl Remember Me When This You See Beyond This Horizon i; Dangerous Summer Ripsnorters and Ribticklers Black Like Me Rocket Genius: Robert Goddard Black Woman: An Anthology TEMPO Roger Staubach of the Dallas Cowboys Bonnie and the Haunted Farm Runaway Slave, the Story of Harriet Tubman Chronicle~ of Black Protest Aaron/Murcer Saturday Night City and the Stars ABC Mazes Scarlet Royal Confessions of Nat Turner Ali School Daze Day After Tomorrow Anne of Avonlea Science Book of Volcanoes Deep Range Anne of Green Gables Search for a Living Fossil Door lnto Summer Arnold Palmer,,,Golf Magazine Secret Agents Four Double Star AtBat Secret Emily Early American Views on Negro Slavl;ry At Bat #2 Secret Hide Out Edgar Allen Bambi Secrets in Stones Fall of Moondust Barons of the Bullpen Secret Under the Sea Fire and the Gold Baseball's Hall of Fame Secret Valley Five Were Missing Basketball's Hall of'Fame Sewing Is Fun For All the Wrong Reasons Beetle Bailey: ,At Ease Sexes: MaleJFemakRoles and Relationships Fourth of July Story Beetle Bailey: 1 Don't Want To Be Out Here Shadow of Robber's Roost Green Hills of Earth Anymore Than You Do Silver Spoon Mystery Horse Called Bonnie Beetle Bailey.' 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Flip YOUNG READER'S PRESS Grellt Linebackers # I' Girl Called Al Great Moments in Pro Football Jock's Island ABC of Living Things Great Moments of Baseball Organic Living Book African Crafts for You to Make Great Pitchers # I Paper Airplane Book Amphibians and Reptiles Great Pitchers #2 Pippi Goes on Board Animals With Shells Great Quarterbacks # I Pippi in the South Seas Birds Great Quarterbacks #2 Pippi Longstocking Book of Whales and Other Sea Mammals Great Running Backs # I Secrets of Hidden Creek Cardboard Carpentry Great Running Backs #2 Sensible Kate Creating From Scrap Great True Detective Mysteries White Ghost Summer Earth Grieserrarkenton Falcon Book of Sports Stories Happy Days #2: Fonzie Drops In Falcon Illustrated Baseball Dictionary Hi and Lois VINTAGE Falcon Illustrated Basketball Dictionary Hockey Explosion Born Free Falcon Illustrated Football Dictionary Hockey's Toughest Ten Fishes 1 Love YO\!, Broomhilda WARNER Flowering Plants Incredible Baseball Feats Flowers of the Garden Incredible Football Feats SUpermarket Counter Power Foxes and Wolves Inside Pro FOotball The House of Love Fun Time Magic Joe Namath Getting Even Girls/Boys Easy to Cook Book Kareem Abdul-Jabbar Olga Horses and Ponies Lad of Sunnyb!\nk Six Million Dollar Man Hot and Cold and In Between Longest Weekend The Other Side of the Mountain Hot On Ice Maggie How To Make Things "Out of Paper Making of a Pro Quarterback WASHINGTON SQUARE PRESS Human Body Indian Crafts Micro Midget Racer Dr, Jekyll and Mr. Hyde Miss Peach Again Ethnic American Short Stories lnsects Monster Mazes Invisible World More Monster Mazes Junior Judo Mr. Clutch: The Jerry West Story WESTERN Junior Karate My Greatest Day in Baseball Insects Kids Cooking: A First Cookbook for Children My Greatest Day in Hockey America Celebrates Crossword Puzzles Last Forest Mystery of the Hidden Hand A Picture Map Puzzle of the U.S.A. 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Box 5500 Verde mont Boys Ranch Ocala, Floridll 32670 Stockton, California 95205 19555 Cajon Boulevard (904) 622-5261 (209) 944-6155 San Bernardino, California 92404 Ms. Bertha Gaskin, Teacher Ms. Dorrine Davis, Teacher (714) 887-3510 EI Paso de Robl,,"s School Mr. Robert Bullock, Teacher 1 for Girls (312) 695·6080 KENTUCKY Box 369, 1500 Third Street Mr. Dave Melvin. Teacher Ormsby Village School Chillicothe. Missouri 6460 I Illinois Youth Center-VAST Whipps Mill Road and Le Grange (816) 646·0567 2310 East Mound Street Anchorage, Kentucky 40223 Ms. Nadine Hall. Reading Teacher 32 W. E. Sears Youth Center NEW YORK Lancaster, Ohio 43130 Route I, Box .116 Brookwood Center (614) 653-4324 . Poplar Bluff, Missouri 63901 Box 265 Mr. Louis HacquJid, Teacher (314) 686-lJ75 . Claverack, New York 12513 G1enView-Hillcresi: School Ms. Holly Kingery, Teacher (518) 851-3211 275 West Sharon ~load Training School for Boys Ms. Sylvia Johann, Teacher Cincinnati, Ohio 1~5246 East Morgan Street Goshen Center for Boys (513) 771-7856 Ii Boonville, Missouri 65233 Drawer 90 Mr. Kenneth Jonei~ and (816) 882-6521 Goshen, New York 10924 Ms. Barbara Wilscln, Teachers Ms. Betty Moreland, Teacher (914) 294-6158 Indian River School Ms. Rosemarie Gardner, Teacher 2775 Erie Street, S. W. MONTANA Industry School Massillon, Ohio :14646 Mountain View School for Girls clo State School (216) 837-421l 1\ Box 60, 2260 Sierra Road East Industry, New York 14474 Ms. Pauline KirkJ\.nd, Teacher Helena, Montana 59601 (716) 533-1700 Maumee Youth Ciimp {406) 458-5121 Ms. Linda Owens, Teacher Route #2, Box 3311 Mr. Jeff Holmes, Teacher South Kortright Center for Boys Liberty Center, Ohio . 43r~ Pine Hills School Box 18 (419) 877-5395 II :0 P. O. Box 1058 South Kortright, New York 13842 Ms. Cynthia MC~~lIen, Teacher Miles City, Montana 59301 (607) 538-3211 Mohican Youth dmp (406) 232-1377 Ms. Toni Weaver, Teacher P. O. Box 150, paiik Road Ms. Hazel Martenson, Teacher South Lansing Center Loudonville, Ohio 44il42 Swan River Youth Forest Camp New York State Division for Youth (419) 994-4127 I' P. O. Box 99 P. O. Box A, 270 Auburn Road Ms. Jody StrickJi~~, Teach~~ Swan Lake, Montana 59911 Lansing, New York 14882 Judge Frank Wj' Nicholas Residential (406) 754-2292 (607) 533-4262 Treatment Cent :r Mr. John Add:~gton, Teacher Ms. Nicole L. Kilgore, Teacher 5581 Dayton Libel'ty Road Tryon School for Boys and aids Dayton, Qhio 4sll~ 18 NEBRASKA New York State Division for Youth (513) 225-4111 ! Youth Development Center-Geneva Perth-Johnstown Road Ms. Kathy Gibso~I' Teacher Route # I, Box 23A Johnstown, New York 12095 Riverview School '(or Girls Geneva, Nebraska 68361 (518) 762-4681 P. O. Box 50 Ii (402) 759-3164 Mr. Thomas EUis, Teacher Powell, Ohio 43065 Ms. Norma Knoche, Teacher (614) 881-55J'{ ;', Warwick School for Boys Youth Development Center-Kearney Ms. Leslie Eitel, teacher 900 Kings Highway West Highway 30 Warwick, New York 10990 Sar.'"!Js Juvenile dnter Kearney, Nebraska 68847 (91'4) 986-2291 Route #1, Hammd:nd Road (308) 237-3181 Mr. Peter Molesky, Teacher St. Clairsville, Ohio 43950 Ms. Nancy Garringer, Teacher (614) 695-9750 I Mr. Tim Aspenwall, Teacher NORTH CAROLINA NEVADA Cameron Morrison School Scioto Village Nevada Girls Training Center Hoffman, North Carolina 28347 Box 100 Box 427 (919) 281-3123 Powell, Ohio 43065 Caliente, Nevada 89008 Ms. Beth Blake, Teacher (614) 881-5531 (702) 726-3181 Ms. Dorothy Hays, Teacher Ms. Lynna Del Papa, Teacher C. A. Dillon School Division of Youth Services Training Institution Central Ohio Nevada Youth Training Center Butner, North Carolina 27509 2130 West Broad Street P. O. Box 469 (919) 575-6594 Columbus, Ohio 43223 Eiko, Nevada 89801 Mr. Thomas Hanchey, Guidance Counselor (614) 866-8350 (702) 738-7182 Ms. Claretha Chapman, Teacher Mr. Areon Potter, Teacher Dobbs School Kinston, North Carolina 28501 Youth Development Center (919) 527-7044 996 Hines Hill Road NEW HAMPSHIRE Mr. Marvin Inman, Teacher Hudson, Ohio 44236 New H;lmpshire Youth Development Center (216) 653-5176 1056 North River Road Juvenile Evaluation Center Mr. Larry Hart, Teacher Manchester, New Hampshire 03105 Swannanoa, North Carolina 28778 (603) 625-5471 (704) 686-5411 OKLAHOMA Ms. Mary Kathryn Gagnon, Teacher Ms. GeneVa Lamb, Teacher Girls Town Samarkand Manor Box 99 Tecumseh, Oklahoma 74873 NEW JERSEY Eagle Springs, North Carolina 27242 (919) 974·4144 (405) 598-2135 Training School for Boys ·Mr. James Rutters, Teacher Belle Mead-Skillman Roa.d Mr. Leroy Horsley, Teacher County Route #13 [\ Helena State School Skillman, New Jersey 08558 NORTH DAKOTA P. O. Box 256 (609) 466-2200 North Dakota Industrial School Helena, OkJahomfl 73741 Mr. Anthony Sarlo, Teacher R, R. #4 (405) 852-3221 Mr. Otho Burt Thorp, Teacher Training School for Boys and Girls Mandan, North Dakota 58554 Box 500,.State Home Road (701) 663-9523 OREGON Jamesburg, New Jersey 08831 Ms. LaVonne Tweedy, Teacher Hillcrest School of Oregon (201) 521-0300 2450 Strong Road, S. E. Ms. Marily~ J. GaJambos, Teacher OHIO Salem, Oregon 97310 Cuyahoga Hills Boys School (503) 378-5339 NEW MEXICO 4321 Green Road Ms. Kanta Luthra, Teacher New Mexico Boys School Warrensville Heights, Ohio 44128 MacLaren School P. O. Box 38 (216) 464-8200 _ Route #1, Box 37 Springer, New Mexico 87747 Ms. Janice Kridler, Teacpcr -., Woodburn, Oregon 97071 (505) 483-2475 Fairfield School for Boys (503) 981-9531 . Mr. Juan Rodriguez, Teacher DrawerB Ms. Doris Seibert, Teacher 33 .0 PENNSYLVANIA (615) 881-3201 Bon Air, Virginia 23235 Youth Development Center Ms. Donna Boynton, Teacher (804) 786-2 153 R.D.#I Mr. Marion W. Smith, Teacher Waynesburg, Pennsylvania 15345 Tennessee Youth Center 3000 Morgan Road (412) 627-g101 WASHINGTON . Ms. Liman Pot jilek, Librarian Joelton, Tennessee 37080 Echo Glen Chil 34