Reading programs in nationally recognized elementary schools

Self-reports and site visitor observation reports of 300 of the nationally recognized ''Blue Ribbon'' elementary schools, representing 1985-86, 1987-88, 1989-90, and '1991-92 recognition years, were analyzed for the schools' goals, philosophical approaches, organizational structures, instructional techniques, assessment, and provisions for remediation or acceleration in heir reading programs. Across the recognition years, trends in each of these areas are evident. More schools ale using literature-based instruction, grouping flexibly or heterogeneously, using computer assisted instruction, providing in-class remedial instruction and using alternative means of assessment in the later recognition years than in the earlier recognition years, These changes mirror trends in the professional literature.