THE IMPACT OF I/T/A ON LOW‐LEVEL READERS IN THE JUNIOR HIGH SCHOOL

The Initial Teaching Alphabet was contrasted with traditional orthography in remediation classes for slow readers at the junior high school level. Using the Iowa Test scales as the measure of achievement, the Initial Teaching Alphabet group demonstrated statistically superior gains. Differences in motivation and attitude were ruled out as major contributors. The Initial Teaching Alphabet potential as a remediation technique for higher grade levels appears to be dependent upon curriculum standardization and teacher preparation.     

Psychological adjustment among African American breast cancer patients: one-year follow-up results of a randomized psychoeducational group intervention.

The effectiveness of support group interventions for cancer patients has been established among White patients but has been virtually unstudied among minority patients. The current study represents the 1st randomized support group intervention targeted to African American women with breast cancer. Participants (N = 73) with nonmetastatic breast cancer were randomly assigned to an 8-week group intervention or an assessment-only control condition At 12 months, the intervention resulted in improved mood as well as improved general and cancer-specific psychological functioning among women with greater baseline distress or lower income. Subsequent research is needed to address effective methods of enrolling and following women with fewer psychosocial and financial resources, as they were the most likely to benefit from this particular intervention.