The low achievement rates of certain groups of students have become an increasingly perplexing problem for American educators. Since reading development and achievement in mathematics are particularly crucial and are scrutinized by educators and the public, educators are eager to find curricular programs and teaching approaches that help all students to succeed. This study evaluated the efficacy of a particular literacy program designed to increase the academic achievement rates of low achieving students. One purpose of this study was to examine the implementation and effectiveness of a Reading Styles literacy program at a single school site. A second purpose of this study was to compare the achievement scores of traditionally underachieving African-Americans and Hispanic-Americans from the Reading Styles program school, and a sample of matched students from the same school district. This study utilized a case study research design with ex post facto elements. The implementation of the Reading Styles program was successful given the achievement growth of the experimental students over their district control group counterparts in reading and math applications, in most instances. Teachers in this study were given extensive training and feedback while they worked as a staff to change their teaching styles. As a result, they created classroom environments where students were more motivated to read, were given more informal work areas in which to complete work, and had ample opportunities to do their work within their preferred style, such as tactile or kinesthetic. Also, the achievement growth of the experimental school students might have been more extensive had all the teachers fully implemented the program across all subject areas.

This study looks to Spanish-language radio as a culturally appropriate tool for educating immigrant adults. Recognized extensively as an effective tool for educating and empowering individuals, many consider radio the medium of choice of the less literate. This descriptive study examines the only national Spanish-language talk show in public radio, Línea Abierta , to discover the educational benefits of this program and to determine whether it contributes to the empowerment of its listeners. Thirty-five Latino immigrant adults were interviewed across three states either by phone or face-to-face utilizing a standardized interview protocol. Findings are analyzed according to the ideas of John Dewey, Paulo Freire, and Lev Vygotsky. Results of the study suggest that the program, Línea Abierta , facilitates the empowerment of its listeners by (a) contributing to increased awareness and access to information; (b) enhancing the sense of community of Latinos; and (c) providing a dialogic tool that allows people to take the initiative in adapting and transforming their lives. The data indicate that the program has made a difference in the quality of peoples' lives. The data support other studies that document the importance of maintaining and building upon the home language and culture. The program, Línea Abierta , creates Vygotskian zones of proximal development by challenging immigrant listeners to co-construct knowledge through dialogue and discussion with their peers.

There is a growing number of Hispanics contracting the AIDS virus. Very little comprehensive culturally sensitive information is available to less acculturated Hispanics. Research has supported that the most effective channel of AIDS information is electronic media. Pamphlets and other print media appear to be an effective source of information for more acculturated literate Hispanics. The present study compared the effectiveness of two videos which differ in cultural sensitivity versus a control group to teach AIDS awareness to less acculturated Hispanics. Ninety (44 males and 46 females) Spanish speaking Hispanics were randomly assigned to the three groups. It was predicted that the more culturally sensitive video would be more informative and would reduce erroneous beliefs more than the standard factual, less culturally sensitive video. There were no significant differences found between the two video groups as measured by the AIDS knowledge questionnaire. Significant differences were found when the video groups were compared to the control group. Video groups scored higher on the AIDS knowledge questionnaire. Implications of the study are discussed.

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