Coordinating Center for First-Grade Reading Instruction Programs by Guy L. Bond and Robert Dykstra

The final report for the coordinated first-grade studies from the Office of Education is presented. The studies investigated the following — (1) to what extent pupil, teacher, class, school and community characteristics are related to first-grade reading and spelling achievement, (2) which approach to initial reading instruction produces superior reading and spelling achievement at the end of Grade 1, and (3) the effectiveness of any program for pupils with high or low reading readiness skills.