"ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76." - Information and Links:

ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76. - Info and Reading Options

"ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76." and the language of the book is English.


“ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76.” Metadata:

  • Title: ➤  ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76.
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  • Language: English

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  • Internet Archive ID: ERIC_ED135218

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"ERIC ED135218: Augmenting Reading Skills Through Language Learning Transfer. FLES Latin Program Evaluation Reports, 1973-74, 1974-75, 1975-76." Description:

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A project was begun in 1973 in the Indianapolis Public School system based on the hypothesis that English language skills and the control of syntactic structures can be measurably improved through participation in a specially designed Latin FLES program stressing the importance of Latin root words. Goals of the project were to assess whether or not the study of Latin and classical civilization will: (1) expand the verbal functioning of sixth grade children in English, and (2) broaden their cultural horizons and stimulate an interest in humanities. The project was directed towards approximately 400 sixth graders in six schools, all studying Latin and classical civilization in a program coordinated with their regular classes. They received a thirty-minute lesson each day 5 days per week taught by a Latin specialist. The present program evaluation report shows overall gains in word knowledge, reading, language, spelling, math computation, math concepts, math problem solving, and social studies after the first year, and gains in spelling, reading, and math concepts following the second and third years of the program, as seen from results on subtests of the Metropolitan Achievement Test. Teachers' evaluation of the program were generally favorable. (CLK)

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