Relevant bibliographies by topics / Remedial reading programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Remedial reading programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Remedial reading programs"

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Bean, Rita M., William W. Cooley, R. Tony Eichelberger, Meryl K. Lazar, and Naomi Zigmond. "Inclass or Pullout: Effects of Setting on the Remedial Reading Program." Journal of Reading Behavior 23, no. 4 (December 1991): 445–64. http://dx.doi.org/10.1080/10862969109547753.

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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.
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Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.
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Tannock, Rosemary, Jan C. Frijters, Rhonda Martinussen, Erin Jacquelyn White, Abel Ickowicz, Nancy J. Benson, and Maureen W. Lovett. "Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study." Journal of Learning Disabilities 51, no. 1 (December 8, 2016): 55–72. http://dx.doi.org/10.1177/0022219416678409.

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To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
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Banerjee, Abhijit V., Rukmini Banerji, Esther Duflo, Rachel Glennerster, and Stuti Khemani. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India." American Economic Journal: Economic Policy 2, no. 1 (February 1, 2010): 1–30. http://dx.doi.org/10.1257/pol.2.1.1.

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Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
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Kaderavek, Joan N., and Elizabeth Sulzby. "Parent-Child Joint Book Reading." American Journal of Speech-Language Pathology 7, no. 1 (February 1998): 33–47. http://dx.doi.org/10.1044/1058-0360.0701.33.

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Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.
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Quirk, Matthew P., and Paula J. Schwanenflugel. "Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs." Reading Research and Instruction 43, no. 3 (March 2004): 1–19. http://dx.doi.org/10.1080/19388070509558408.

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Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.

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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the different logistic possibilities and on the numbers of weak readers. It appears that 'remedial teaching' and the 'integrated model' conditions yield the best results.
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Pammer, Kristen. "Brain Mechanisms and Reading Remediation: More Questions Than Answers." Scientifica 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/802741.

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Dyslexia is generally diagnosed in childhood and is characterised by poor literacy skills with associated phonological and perceptual problems. Compensated dyslexic readers are adult readers who have a documented history of childhood dyslexia but as adults can read and comprehend written text well. Uncompensated dyslexic readers are adults who similarly have a documented history of reading impairment but remain functionally reading-impaired all their lives. There is little understanding of the neurophysiological basis for how or why some children become compensated, while others do not, and there is little knowledge about neurophysiological changes that occur with remedial programs for reading disability. This paper will review research looking at reading remediation, particularly in the context of the underlying neurophysiology.
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Thorkildsen, Ron J., and Susan G. Friedman. "Interactive Videodisc: Instructional Design of a Beginning Reading Program." Learning Disability Quarterly 9, no. 2 (May 1986): 111–17. http://dx.doi.org/10.2307/1510359.

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This article provides a general overview of the nature and capabilities of interactive videodisc systems (microcomputer/videodisc), with particular emphasis on their application to learners with special needs. To illustrate current trends in this technology as explored by the project, Interactive Videodiscs in Special Education Technology (IVSET), at Utah State University, the Beginning Sight Reading (BSR) programs are discussed in detail. These programs were designed to investigate three dimensions of instructional technology: (a) its instructional potential; (b) effects of minimal versus extensive remediation; and (c) rate of instruction. To assess the effects of different remedial approaches, two versions of the BSR program were designed: BSR-1 represents extensive remediation; BSR-2 represents minimal remediation. The results of initial BSR field-testing show that the test scores of students in the two remediation groups doubled from pre- to posttest. In addition, the high-remediation group finished 10% faster than the low-remediation subjects. Conclusions and suggestions for future research are presented.
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Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (December 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.

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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and five boys in each group. For the children with successive processing deficit, the mean age was 9 yr., 8 mo. For the other group, mean age was 9 yr., 3 mo. Control groups were matched for age and sex and kind of reading difficulty. The first group received Das's PASS Reading Enhancement Program, and the second participated in a remedial program based on Whole Language principles. The treatment groups received 24 1-hr. long sessions. Gains in successive processing were shown for the first group, as measured by the tests modelled on Cognitive Assessment System subtests but not for the second group. Both groups showed gains in phonics and word identification, relative to their respective control groups, suggesting the respective intervention program was effective for each group.
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Dissertations / Theses on the topic "Remedial reading programs"

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Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.
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Feret, Alice J. "Improving the Reading Achievement of Selected At-Risk Readers: One School Division's Approach." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28197.

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This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions guided the study, and the 165 participants came from 12 elementary schools in Montgomery County, Virginia. They were selected, because they had participated in Reading Recovery in first grade and had taken the reading portion of the Stanford 9 Achievement Test in the spring of third grade. The literature review covers the history of reading instruction, outlines the Chapter I model, compares and contrasts the New Zealand and American Reading Recovery models, and profiles the impact of Reading Recovery on the research community. Means and standard deviations were analyzed to compare the relative performance of four major populations: Reading Recovery, Reading Recovery/Chapter I, Chapter I, and Waitlisted. The results of the analyses suggest that Reading Recovery students successfully discontinued in any number of lessons had means in the top half of the distribution of means for all populations in the study. With the addition of one to two years of Chapter I instruction after Reading Recovery, some students achieved the highest mean. The scores of Chapter I students with one year of instruction nearly matched the Reading Recovery mean. Two to three years of Chapter I produced lower means. The waitlisted students scored slightly lower than the other three populations. The results of the study confirm the efficacy of Reading Recovery as an early intervention, but indicate that using Chapter I as a transitional step between Reading Recovery and successful independent reading sustains long-term reading achievement.
Ed. D.
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Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.

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Nickolaisen, Darrel P. "After-school programs for English learners: A consideration of age and proficiency levels in effective reading remediation." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2337.

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This study reviews characteristics and needs of struggling readers from different age groups. It summarizes special needs characterizing english language learners in relation to reading remediation programs and compare such programs relative effectiveness for younger and older elementary students at various levels of English proficiency.
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Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.
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Grimm, J. Ed (Joseph Ed). "An Analysis of Achievement Test Scores to Determine the Effectiveness of a Remedial English Program in a Small University." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331745/.

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Freshmen at Sul Ross State University are required to take tests which are used for placement purposes. One of the tests given is the Nelson-Denny Reading Test which measures comprehension, vocabulary, and reading rate. The scores are used with American College Test or Standard Achievement Test scores to place students in either remedial or regular freshman English. Remedial students, who score below the tenth-grade competency level, are placed in English 1300. Regular students are placed in English 1301 or 1302. Twelve studies were found which had been done in this area since 1980. One was directly related to this study. The Anglo and Hispanic population of the freshman class of 1987 was tested. Blacks were not included as they comprised less than 9 percent of the freshman class. There were 69 students in the experimental group and 162 in the control group. A pretest-posttest design was used. A three-way analysis of variance set up data for statistical testing. The Alpha level was set at .05. The findings indicate a significant difference for Hypothesis 1, which predicted no significant difference in the posttest performance of students required to take English 1300 and the pretest performance of students who were not. Therefore it was rejected. Because statistical testing yielded no significant difference for Hypothesis 2 — there will be no significant difference in posttest performance of Hispanic and Anglo students who were enrolled in English 1300, and Hypothesis 3—there will be no significant difference in the posttest performance of males and females who enrolled in English 1300, they were retained. Results indicate that while there is a significant difference between the means of the remedial students' posttest scores and means of the regular students' pretest scores, the program raises the performance of remedial students to a level accepted by Sul Ross State University. Therefore, the program is considered successful.
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Handerhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.

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Smith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.

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The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.
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Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.

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Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005.
"A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.
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Books on the topic "Remedial reading programs"

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Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. New York: Guilford Press, 2011.

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Allington, Richard L. What really matters for struggling readers: Designing research-based programs. 3rd ed. Boston, Mass: Pearson, 2012.

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Sabin, Winston J. Chapter I: Meeting the challenge of excellence : how America's best Chapter I reading programs have achieved excellence in reading education. Richland Center, Wis: University Group, 1995.

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Virginia. Dept. of Education. Reading recovery program as a statewide prevention effort: Report of the Department of Education to the Governor and the General Assembly of Virginia. Richmond: Commonwealth of Virginia, 1994.

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Sabin, Winston J. Chapter I teacher's professional guide to reading instruction: A report of the methods of teaching reading used in the nation's most successful Chapter I programs. Richland Center, WI: The Center for the Study of Reading Program Administration, 1987.

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Sabin, Winston J. Chapter I teacher's professional guide to reading instruction: A report of the methods of teaching reading used in the nation's most successful Chapter I programs. Richland Center, Wis: Center for the Study of Reading Program Administration, 1986.

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Teaching Developmental Reading: Historical, Theoretical, and Practical Background Readings. Boston: Bedford/St. Martin's, 2014.

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Gunning, Thomas G. Closing the literacy gap. Boston: Allyn and Bacon, 2005.

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Betts, Julian R. Lessons in reading reform: Finding what works. San Francisco, CA: Public Policy Institute of California, 2010.

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Teacher's handbook on diagnosis and remediation in reading. 2nd ed. Boston: Allyn and Bacon, 1986.

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Book chapters on the topic "Remedial reading programs"

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Brennan, W. K. "Remedial programmes." In Reading for Slow Learners, 121–40. Routledge, 2018. http://dx.doi.org/10.4324/9780429486319-13.

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Choe, Miwon, and Juan Silvio Cabrera Albert. "¡Adelante! El Mundo Mágico Creado, The Magical World Created." In Advances in Media, Entertainment, and the Arts, 368–90. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1727-6.ch017.

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This chapter illustrates the unique cross-sector visual arts exchange program between Cuba and the U.S. This collaborative project is situated in the Cuban educational perspective of Pedagogía de la Ternura (Pedagogy of Tenderness) and La Cláse Magica (Magical Class), contextually driven bilingual model for diverse student population in the U.S. The role of art in Cuban context of national and cultural identity is also discussed. The CreArte in Cuba, a voluntary cultural community inspired organization, aims to improve the cultural life and the realities of all the local participants. In the U.S., CreArte project was implemented at a local high school to create a positive learning space for the most disenfranchised local high school students enrolled in a remedial reading program. The juxtaposition of two apparently disparate and contrasting realities formed an amazing collage of hope and trust beyond the visible cognitive, behavioral, and affective literacy outcomes for the students and adults in both countries traveling across 90 miles of troubled water between Cuba and USA.
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Willetts, David. "Which Three Years?" In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0012.

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I meant it when I said that I loved universities. But attitudes to universities are mixed. Other stages of education do better in winning hearts and minds, and politicians react accordingly. The target of three million apprenticeships was celebrated as a popular policy whereas there was little celebration of the reality of two million students in British universities. Telegenic rows of students serve as a backdrop for politicians’ speeches on any subject—apart from higher education itself. Legislation on schools was seen as popular use of parliamentary time but there was reluctance to devote any parliamentary time to sorting out an incoherent legal framework for universities which lagged way behind our reforms. Above all the early years of childhood were seen as far more important than later stages of education in shaping life chances and improving social mobility. I do not begrudge these other stages of education their political appeal— honest! Anyway politicians and their advisers are just reflecting a wider conventional wisdom. Universities themselves helped shape this view of educational priorities. I would go to university meetings where protesters outside demanded more public funding so higher education could be ‘free’ whilst inside earnest public policy students and academics told me that actually public funding should be shifted to the early years or that primary school literacy and numeracy programmes were the real educational priority. These attitudes are influenced by the tendency of educators at whatever level to blame the previous stage of education for their problems. Universities say they would love to recruit someone from a disadvantaged background but prospective students have been let down by their schooling so their A level grades just aren’t good enough and the university cannot gamble on their being able to catch up at such a late stage. Colleges say it is hard for them to focus on helping students get good A levels when they are also expected to provide remedial education for 16–18-year-olds who have failed at secondary school. Secondary schools say it is hard for them to deliver good GCSE results when too many kids arrive from primary school without the basics of reading and writing.
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Conference papers on the topic "Remedial reading programs"

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Balinas, Elvira S., Janette R. Rodriguez, Jennifer P. Santillan, and Yolanda C. Valencia. "REMEDIAL READING PROGRAM OF AUF-CED: BEST PRACTICES AND IMPACT." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.18.

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Huang, Terry, Shahani Kariyawasam, Patrick Yeung, and Mohammad Shariq. "Effective Improvements to Overcome “Blind Spots” in a Corrosion Management Program and Practical Measures to Verify Effectiveness." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33674.

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The recent industry wide post-ILI pipeline ruptures due to external corrosion happened in a relatively short period of time after the ILI using high-resolution Magnetic Flux Leakage (MFL) technology. Failure investigations show that the critical defects that caused these pipeline ruptures are generally long and complex corrosion, which typically consist of a number of deep corrosion pits (i.e. localized metal-loss) within an overall shallower, but relatively large corrosion area (i.e. generalized metal-loss). This has led us to investigate the gaps and “blind spots” of the ILI-based corrosion management program particularly to find out why existing methods fail to effectively identify and remediate such critical defects before they fail. Learning from these post-ILI failures, TransCanada has developed many assessment methods and criteria for identifying challenging areas. The many types of criteria account for blind spots from different perspectives in a multi-faceted manner. The traditional ILI based corrosion management programs calculate a deterministic failure pressure ratio (FPR) and maximum anomaly depth and ensure these do not reach a limiting value. However, this strictly deterministic assessment does not acknowledge the uncertainties, particularly the significant uncertainties in the ILI measurements, assessment models, and material properties. When all uncertainties are accounted for and a probabilistic excavation criterion is used, the excavations reveal that certain anomalies are found to be near-critical in the field even though the deterministic FPR based criteria did not identify these. The probabilistic criteria identifies longer shallower anomalies, with non-critical ILI based FPR values, as anomalies that have a higher probability of exceeding the FPR criteria in-the-ditch (where the uncertainties are minimized). This is because the probabilistic criterion acknowledges that longer anomalies are more sensitive to the depth measurement error and have a higher probability of becoming critical in-the-ditch. This “blind spot” in the deterministic method was overcome by incorporating a probabilistic criterion into the corrosion management program. The effectiveness of these new measures is discussed by examining excavation results of this program and subsequent ILI results. This paper discusses the approach to corrosion management where new learning and knowledge as well as new-found uncertainties are readily accommodated. The approach is also transparent and documented; so that new information can be incorporated into the assessment and post-ILI failures can be prevented more effectively.
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Reports on the topic "Remedial reading programs"

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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