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DEVELOPING LITERACY PROGRAMS

FOR

PAROLEES OF HALIFAX AREA

BY

K. JOHNSON, B.Sc.N., M.Ed. CSC, E&T, ATLANTIC REGION

HV 8883.3 .C2N8 J6 1985

TABLE OF CONTENTS

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Aim of Study

Executive Summary

Results of Study

Recommendations

Developing Literacy Programs

12. Reduction of Recidivism p.1-7

13. Learning Disabilities p. 1-4

Ending p.1-2

Bibliography p.1-9

Resource Centre: 1. Developmental Reading p.1-6

2. Developmenta; Mathematics p.1

10.

11.

4.

5.

8.

2.

3.

6.

9.

7.

1. Individual's Need for Literacy p.1-4

Percentage of Population in Canada Needing Help in Literacy p.1-3

Effect of Testing for Physical Ailments on Recidivism p.1-3

Means of Helping Inmates Upgrade Skills p.1-4

PlanningEducational Programs p.1-5

Staff Members' Educational Needs

Funding Programs p.1-6

Effects in Institutions of Educational Programs

Need for Public Awareness and Support p.1-2

Evaluation of present and Proposed Programs

Political Implications p.1-5

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I.!nRARY

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AIM OF STUDY

The aim of this study is:

(a) Obtain the SCAT results of low functioning

inmates in the Atlantic region.

(b) Interview each inmate, with a view to establishing

a study plan, using teachers, other inmates,

other staff or community volunteers as tutors.

(c) Maintain records of each student's progress.

(d) Provide other services with regard to literacy

training to be determined by the Regional

Manager, Education, Training and Employment

(Atlantic).

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Executive Summary

This study was undertaken during the period of December, 1984

to the end of May, 1985, in accordance with the services requested

as outlined in 'Aim of Study'.

Records of parolees in Half-way Houses (Railton House and

St. Leonard's House) were checked for educational comments and

results of S.C.A.T. or TABE testing.

Due to the Privacy Act, records of other parolees were not available

without individual consent of parolee concerned.

Testing was done on parolees recommended by staff of C.S.C.

Recommendations regarding an on-going Literacy program to

meet the needs of parolees were presented.

A survey of Community resources available for parolees regarding

upgrading programs was undertaken.

Community sources of supplies for teaching upgrading skills in Literacy

and Mathematics were examined.

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Results of the Study

The results of the study are documented in this report.

There are five sections of the report as follows:

1. Summary of results of Survey of files of parolees

and my tests of parolees mentioned above.

2. Summary of Survey of Community Literacy Programs

available to parolees and Sources of Materials

available.

3. Recommendations based on these surveys.

4. Survey of some of the Literature regarding Literacy.

5. Outline of basic requirements for a Resource

Centre for . upgrading skills in Reading And

Mathematics (which could also be used as part of

an Institutional or Half-way House Resource

Library).

Literacy Programs

Halifax Area:

Number of files examined: 30

Number of parolees tested: 13

English

12

Grade 5-8 8

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Grade 0-5

Grade 8-10 9 9

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Mathematics

13

6

28

à

Total under Grade 10: 29

Number needing a skilled trade: 26

Number needing Grade 10+ 3

Number not needing educational help: 2

Recommendations

1. The adoption of the priority of a 10-year program

to eliminate functional illiteracy in Canada, implemented

by interministerial cooperation (federally and provincially)

aided by the Udaipur Literacy Declaration tenets, and

those of the Task Force headed by M.P. Warren Allmand

(1980)--Annex A and B of Report by K. Johnson

written in 1984.

2. More monetary support for parolees facing re-entry

into society who are functionally illiterate and therefore

not eligible for any support for themselves personally

or their spouses and children. In order to participate '

in a meaningful educational program they need to be

attending classes four hours daily/five days per week.

3. A professional vision check by an optometrist be done'

on all parolees not tested in the previous year.

4. Parolees reading at a Grade 0-5 level should be

instructed on a one-to-one basis by a qualified Teacher

of Reading aided by volunteers.

5. Parolees reading at a Grade 5-9 level could be helped

in a group of 7-8 students. A qualified Special Education

Teacher could have each one on an individualized

program with the aim of obtaining a Grade X certificate.

6. A group of volunteers able to help students during

the day for 1-1 hours twice weekly or during evening for one

hour once weekly could be trained to work with the teacher in an

upgrading program.

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7. Monetary support should be included for volunteers involved in

helping parolees upgrade basic skills. This amount could be used

for transportation costs and/or babysitting expenses.

8. Academic progress should be checked at intervals of

two to three months.

9. Central Administration could have a group of experienced educators,

equipped with secretarial help and travel capability to be

involved in the areas of coordination, liaison, technical assistance

and dissemination of information about effective prototypic models.

10. All upgrading programs should be individualized using modern

technological equipment and interesting programmed manuals

suitable for adult involvement.

11. Academic courses to the Grade 10 level in Reading and Mathematics

be priority number one consideration for program planning

of each parolee.

12. No grade should be stated on parolee's file unless it is the

result of institutional testing or a copy of a certificate.

13. A parolee's educational assessment be added to the

Psychologists's or Psychiatrist's reports.

14. Teachers involved in upgrading programs Grade 0-6 should have

certification in both Special Education and Teaching Reading.

Teachers involved in programs Grade 6-10 should be certified

in Special Education.

15. More publicity be given to programms dealing with illiteracy.

The public should be aware of costs of incarceration, the

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Recommendations -3-

percentage of this cost assigned to rehabilitation through

education and the recidivism rate in relation to inmates'

involvement in educational programming. Somehow we have to find

a way of breaking the jail to penitentiary to psychiatric ward

to jail again cycle. The cost of the present system is too high.

14. A political climate be created to stress positive approaches

to the problem of recidivism. If the 95% of inmates now incarcerated,

who will return to society, do so with positive outlook and

abilities to enter the work force, all society benefits.

Why not allocate funds and energy to the task of utilizing

our most valuable resource?

15. An education representative could offer assistance to parole board

concerning options for further educational involvement of

inmate in the community.

16. Compare the total cost of one inmate's incarceration (Reading

level Grade 3) for a period of twenty years with cost of upgrading

courses in Grade School, Junior High School and Penal Institutions.

17. A current study be done on the correlation of poor school performance

and juvenile delinquency. Some fifty years ago mental patients were

beaten. After much study to replace inaccurate moral judgments and

vindictive treatments, patients now have a good chance of returning

to productive life in record time. Why could not this revolution

be repeated concerning the delinquent?

Improved children's behaviour is positively correlated

with effective teaching in the classroom.

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Individual's Need for Literacy

In Canda, grade ten has become prerequisite for most skilled

jobs. Those with less than grade eight are already excluded

from many areas of employment and skill training, regardless of individual

ability.

According to census data, more than four and a half million adult

Canadians have less than grade eight education. (Weber, 1 p. 13)

....By any criteria, nationally or internationally, this is

serious undereducation...we mean survival skills-operating a bank

account; reading a label on a can, directions on a bus, a menu or a

danger sign; applying for a job, a driver's licence or unemployment

insurance; reading a work order, an address or a child's report card.

The enormity of being inadequate in these endeavours and other

complicated modern life is barely imaginable... (as above, p. 14)

Recently, Supreme Court Chief Justice Warren Burger strongly urged

that all inmates have the opportunity to leave prison with marketable

skills. In an address to the American Bar Association (1981) he linked

the lack of education and marketable skills to criminal behaviour.

Burger proposed that all vocational and educational programs be made

mandatory,with credit against sentence or educational progress. ( Halasz,2)

....Chief Justice Warren Burger noted that American prisons must

be utilized to rehabilitate criminals, chiefly through the process of

education. In stating that no prisoner should be released "without at

least being able to read, write and do basic arithmetic," the Chief

Justice clearly identifies himself philosophically with the century old faith

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Individual's Need for Literacy -2-

that Americans have long placed in education as a mode of attaining

upward social and economic mobility, the quintessetial ingredients of

the American dream of success. The prisoner who is taught the

rudiments of our language is also being ingrained in our ongoing

faith in communication as the key to self actualization, social acceptance and

vocational success. (Reffett, 3)

"I knew right there and then in prison that reading had changed forever

the course of my life. As I see it today the ability to read awoke inside me

some long dormant craving to be mentally alive." (Malcolm X, 4)

The lack of basic reading and writing skills is a major block

to employment opportunity, a source of frustration in day-to-day life and

a severe impediment to a strong sense of self-worth. (Frontier College, 5)

Sister Colette pointed out that an illiterate can't function in

today's society. "He will lose his job if he can't read. He can't

take direction."

....It's too bad these fellows...and females...haven't been helped

in these areas before they have a criminal record. One thing is the cause

the other." (Teacher, 6)

....his mother died when he was 14 and he left school in grade 8...

was laid off and it was 5 months before he got another job, a cleaner in

a furniture factory. In that interval of unemployment, he 'got into

trouble", as he puts it....Some have no income at all, no welfare or

unemployment insurance. They steal to meet their daily needs."

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Individual's Need for Literacy -3-

"The average burglar is between the ages of 15 and the mid-20's..."

(Callwood, 7)

If employment is the goal, and we assume you would share our view

that such a goal would be of widespread application, then it must be recognized

that a grade 10 equivalent achievement level is now generally required for

entry to most skilled occupations. ....In addition, the employee is expected

to be capable of adaptation to changing employment circumstances, Literacy

is a prime indicator of such adaptability.

....It is suggested that the CSC interpret "literacy" as that term

is used in C.D. No. 226, to mean the grade 10 educational level, that

is to say, "limited literacy' as recommended by the C.A.A.E. (Literacy, 8)

....Lack of formal education has long been cited as a predisposing

cause of criminality. As early as the nineteenth century, Lombroso (1876)

claimed that certain types of crimes are typical of illiterates, who,

because they are uneducated and therefore unthinking and irrational, tend

to commit more bloody, violent crimes. More recently Druce (1972),

Abrahamssen (1973), and King (1975) have also implied a link between the

level of literacy and crime, stating that the lack of language skills leads to

impulsive uncontrolled behaviour. (Waksman, 9)

"Many boys learn to fail early during the formative years and

lessons learned during this period may remain fixed for the balance of the

individual's existance," Dr. Hurst said in his speech.

Anger and frustration caused by failure, coupled with contempt of their

peers, creates much delinquency . (Hurst, 10)

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Individual's Need for Literacy -4-

....One of the most important things we do here is improve literacy,"

says Dan Hogan, senior social worker in charge of programs at Frank Drea

House. "Some people have never made it above the Grade 6 level. They've

slipped through the cracks somewhere. By the time they leave school they're

classed as retarded or unteachable, but they aren't that way at all."

Men who haven't learned to read and write usually won't admit it. And

when counsellors suggest they get help, they're reluctant to go to class.

The solution has been individual tutoring, with one volunteer teacher to a

student. (Ward,11)

....he has spent most of his life in institutions. He was given up

to the Children's Aid Society as a child and moved from foster homps to

! institutions until he was 16. Then, he said, "I found that jail was the only

place to live, to find a roof over my head and food. (Carey,12)

....Because the illiterate does not have the basic prerequisites for

even the most rudimentary trades training, he is consigned to a labor gang,

fixing fence posts or sweeping roads. When his sentence expires and he leaves

the institution he goes out no better than the day he walked in. He is still

not equipped to face the world on a basis that will give him any dignity

or self respect. (Dutton, 13)

We have clinics for physical check-ups--

We have clinics for psychological check-ups--

We have clinics for legal aid--

But we have no clinics for learning to be capable of

functioning in our print oriented society-- (Jewers,14)

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Percentage of Population in Canada Needing Help in Literacy

Approximately four and a half million Canadians over the age of

sixteen are unable to read and write at a functional level. Inmates, probation-

ers and parolees make up a disproportionately large part of this number.

. The 1981 census data show that 3.8 million people, representing 26.4

per cent of adult Canadians, have less than Grade 10 education. While

many of these can read and write and now have jobs, the fact that they

don't have Grade 10 makes them ineligible for most of the technical training

courses being offered by Canada Employment and Immigration in community

colleges across the country. ( No literacy, 15)

....Almost 5 million adult Canadians (24.5%) over 15 years of age and

out of school, cannot read and understand this proposal. They can't fill

out an application for employment, read a newspaper or read a bedtime

story for their child. Their employment opportunities are limited, and

when employed their prospects for promotion are nil. They have too low an

education level to qualify for training programs and they are over

represented amongst injured workers, the unemployed and prison inmates. i (1982,16)

....Although most of his "students" are public school dropouts, he

said there's a surprising number of inmates with high school credits still

reading at a grade 4 level.(Inmates, 17)

....Canada is failing to train its brain power. So is the United

States. That makes Canada's problem even worse, because the brain drain is to

the south.

"This shortage of trained people," says Walter F. Light, Chairman

and chief executive officer of Northern Telecom Limited, "could do more, in the

long term, to undermine the future of the North American economy than the

activities of our international competitors, the size of the deficit in

both countries and the level of interst rates, combined." ...He thinks

Canadian education is poor,and that most Canadians share the blame.

Mr. Light is correct. The evidence has been piling up for years.

Canadians have to start using their brains to train their brains. As he says,

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Percentage of Population in Canada Needing Help in Literacy -2-

1 "The next two decades could decide whether Canada survives as

à a modern, viable, international, industrial power in the Information Age."

' 11/ It is time to start. (The Education,18) Ai «. ....In an English study involving 100 inmates in the centre's

educational programs, according to guidance teacher Sally Philippson,

III 16 per cent scored lower than a Grade 5 level, 23 percent between Grades d

5 and 8, 23 per cent between Grades 8 and 10 and 38 per cent above Grade 10.

11/ "That's 407. under the Grade 8 level," she pointed out. (Grant,19) 1

"The myth of Canada being a highly educated country has burst."

This is the conclusion of a recent special report on international

education (Functional Illiteracy Persists in Canada despite Education -

International Herald Tribune - Feb. 26). As a Canadian student in Paris, I am

particularly sensitive of the coverage Canada receives in the local and

international press.

this particular article, the international reader is bemused

to learn that the "1981 Canadian census found that 21.9 per cent of Canadian

adults could be considered functionally illiterate. Moreover, these figures

indicate there is a higher percentage of illiterates and functionally

illiterates in Canada than there is in the United States, Britain and most

other northern European countries." And that's the charitable part. I can-

not guess the thoughts of businessmen considering investing in Canada, but

I do know that my fellow students are not impressed.

So what do the French know anyway? Well, they can cook up a storm in

the kitchen, their post office works and their trains run on time.

For the greater good of the Dominion and in a spirit of renewed

co-operative federalism, Canada needs a national anti-illiteracy campaign now. (Myth, 20)

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Percentage of Population in Canada Needing Help in Literacy -3-

The computer revolution is exposing millions of functionally illiterate

Canadians who have been hiding in unskilled jobs.

....while the growing use of computers is making the ability to work

with the printed word an important skill, Pearpoint said...

He gave the example of employees in a stock room of a major corporation

whose work suffered dramatically after inventory was computerized. The company

finally discovered the problem -- the workers had difficulty reading the

printout.

...."But now we've got to do something about it because the economic and

social cost of having these people parked on the edge of society is -

unacceptable. (Computer, 21)

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Effect of Testing for Physical Ailments on Recidivism

1

....to see if there were a correlation between vision deficiency and

delinquent behaviour.

The project...has screened over 1219 patients within San Bernardino

Juvenile Hall. Of the number screened, only 24 had normal vision and needed

no further care.

....A failure to have this basic problem remediated insures continued

learning and reading failure with resulting great stress on the visual system

in particular and in the individual in general in his/her attempt to

perform well academically. Over 59% failed.

....Poor attention span, poor comprehension, headaches and other

symptoms related to visual dysfunction. Over 83% failed.

....by entering the...into vision Therapy and/or prescription glasses,

measurable results are being obtained with the continued efforts of all the

services combined, i.e. vision treatment, Psychologists, teachers, counsellors

as well as parents will give the ...better opportunity to remain free.

....Continued non achievement in the classroom is assured for anyone

not possessing the basic vision and perceptual skills necessary to read and

learn. If the condition continues undiagnosed and untreated all attempts

at rehabilitation must be severely limited. (Vision, 22)

More than 80% of al] school tasks are based on vision.

The limitations of the Snellen chart at 20 feet as a sole criterion

for vision screening are now well known. Numerous other tests have been developed

and are readily available for school use to help determine which...need

professional care.

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Effect of Testing for Physical Ailments on Recidivism -2-

Symptoms to watch for: Losing place while reading. Avoiding close work.

Body rigidity while looking at distant objects. Holding reading material

closer than normal. Excessive head movements. Poor sitting posture and

position or facial distortions while reading such as frowning, excessive

blinking, scowling, or squinting. Tending to rub eyes. Thrusting head

forward. Headache. (Do you, 23)

' ....Some have undiagnosed allergies, deafness, bad teeth, poor eyesight,

dyslexia, asthma, arthritis. Institutional care of these problems may not be

of the highest personal consideration, so they wait for release and hope

to be able to afford treatment. (Crickmay, 24)

Many of these future criminals suffer perceptual handicaps or learning

disabilities which go unrecognised while they inexorably descend fnto the

so called "arena of school failure" where they inevitably associate with other

academic failures and eventually join them. They start with minor trouble-making,

then gradually move up the deviancy scale to delinquency, minor and major

crime. (Davidson, 25)

Did you know that children learn more through their eyes than all other

senses combined? It has been estimated that 83 per cent of learning depends on

vision and that inadequate vision is probably the greatest single cause of poor

scholarship among children of normal intelligence.

Parents should understand that the Snellen eye chart is a check of

distance vision only and that good vision involves-many different visual skills.

In addition to seeing clearly at a distance, children need to see clearly to

read and do other close tasks; use of the two eyes together as a team; judge

distances; identify colors and co-ordinate the eyes with hand and foot movements.

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Effect of Testing for Physical Aliments on Recidivism -3-

Parents and teachers should be aware of the vision problems that may

affect school-age children and be alert for symptoms which may indicate visual

problems.

If the child loses his place while reading; holds reading materials

closer than normal; has frequent headaches; tends to rub his eyes or turns his

head to one side while reading, you should note the information as it can be

helpful to the optometrist at the time of the vision examination. (Life, 26)

Early diagnosis is also important "because a child's brain

doesn't like to operate with an eye that doesn't see properly. Unlike

adults, the treatment doesn't stop with the surgery. You have to deal with the

brain learning to see with the treated eye and monitor the progress."

(Killam, 27)

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Means of Helping Inmates Upgrade Skills

Street safety in the states of Iowa and Illinois has been improved

because a group started by former priests, called the Safer Foundation, has

been working to persuade former prison inmates not to be on to new crime.

Since 1970, Safer has helped more than 42,000 ex-offenders; 93% are still

in the community after one year, 89% after two years. Clients are referred

by prison officials, the police and the convict grapevine; many are violence-

prone young adults vulnerable to a return to crime.

As a Safer staff man explained: "They have to understand themselves,

so you give them practical counselling. They have to have a job, so you find

them a job. They have to read and write, so you give them an education. They

need a residence so they have an address for a job application, so you find

them a home." (Safer, 28)

....Our program, as an alternative to formal education programmes,

offers these individuals a "second chance" at learning these basic skills.

Such activities as reading want ads, counsulting a telephone book or filling

out a driver's application form are extremely difficult for some people,

preventing them from participating fully in the life of the community.

Our individualized basic education program is geared to tackle

these types of functional problems.( Adult, 29)

Tutors and inmates are matched up at the beginning of each six-week

period by coordinator Greer. Greer knows the subject-area skills and

interests of the volunteers and finds out from the daytime teaching staff

the particular skills that each trainee needs to develop.

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Means of Helping Inmates Upgrade Skills -2-

Aside from the subject area match-up, Greer allows maximum freedom in

tutoring. Problems are rare.

....two basic factors account for the success of the tutoring

program.

1. Human talent is put to productive use. People with knowledge

and skills come into direct working relationships with people who need to

develop skills and also need the informal counselling that arises naturally

out of a one-to-one situation.

2. The one-on-one relationship nurtures concern and commitment.

The volunteers are there because they want to be. Another result of the

program is attitudinal....and that particiation in PACE offers greater hope

for getting and retaining jobs on the outside. Further, the concern of '

individual volunteers for their students builds a psychological climate,

conducive to promoting feelings of greater self-worth. (Grindstaff, 30)

The Ministry's Manual of Standards and Procedures guides managers

through the philosophy of the program, how to identify and respond to

needs, and the guidelines for recruiting, screening, training and

placement of volunteers.

Some administrative practices which have been developed over the years

include:

1. A Guide for Institutional Volunteers: a 20 page manual including

a description of the system...a guideline for correctional volunteer

services and a glossary of corrections terminology.

2. Volunteer Appointment Application Form...A volunteer Oath of

Confidentiality form is executed and the oath administered by the

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Means of Helping Inmates Upgrade Skills -3-

appropriate official.

3. Volunteer Identification Cards:...identification card is maintained

in a file at the reception area of the institution. The card contains a

photo of the volunteer....

4. Volunteer/Community Attendance Register record all types of

volunteer visits to the institution. These serve as the source of ministry

statistics regarding volunteer services.

5. Out-of-Pocket Expenses:...modest fund is available to reimburse •

out-of-pocket expenses to volunteers...covers only gasoline and babysitting

expenses.

6. Volunteer Recognition: A "Community Service Award" certificate,

signed by the Minister of Correctional Services and appropriately framed

is presented to volunteers with long, distinguished service, upon application

by the institution. (The Ontario, 31)

The Black Creek Attendance Centre...sponsored by the Ministry of

Correctional Services.. .clients enroll in adult basic education programs

and seek out other upgrading assistance.. .The Centre works with young

adults on probation or parole to minimize their further chances of

conflict with the law. (Black, 32)

....Computers in the Community, Dixon Hall, 58 Sumach St. (416-863-0499)

operate year-round starting July 3, with 20 part-time courses in

microcomputers...unemployed person who wants to get some academic upgrading

on computers, including improving spelling and math, learning how to do .

resume writing and learning business applications on the computer. (Fruman, 33)

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Means of Helping Inmates Upgrade Skills -4-

...To assist inmates new to...through counselling and assessment

in the development of a career plan and profile. (Pilot,34)

"The people we see usually come from the same backgrounds-split

or alcoholic families, insufficient education and early signs of delinquency,"

Mr. Stienburg said. "They're the casualties of society.

Often all they need is some assistance. The halfway houses provide that."

(Fagan, 35)

5

Planning Educational Programs

Programs require adequate coordination, but the Education Department

has not yet announced the establishment of a legal entity for the coordination

of its correctional education programs...

....Resources should be diverted to central administration for a

cadre of experienced educators, equipped with secretarial support and travel

capability, who will address tasks in the areas of coordination, liaison,

technical assistance and dissemination of information about effective

prototypic models. (Gehring, 36)

Bell's (1977) study suggests that correctional education courses are

frequently not part of an integrated program. Many of the courses

presented appear to be islands unto themselves rather than being part of

a planned program which, in turn, is part of an integrated treatment plan.

This ad hoc approach has little meaning to the student and has no relevence

upon release from the institution.

, ....These statistics suggest that any attempt by correctional educators

to help the reluctant learner must have a focus on remedial education

if it is to be successful.

....Such an approach would include not only remedial mathematics

and reading, but would also integrate vocational programming and

life/career planning in the individualized program plan...key to their

success may be the individualized programming generated through an

in-depth analysis of the student's interest, attitudes and needs.

...to integrate the student's education plan with the

treatment plan approach used by the correctional institution.

....reinforce the belief that integration leads to improved staff

5

Planning Educational Programs -2-

understanding of the total needs of students and a new appreciation for

the abilities of colleagues in other departments. The increased contact

among members of the staff has led to more consistent student programming. (Buxton,37)

....To prepare inmates for their return to the work environment

by providing opportunities for employment, and for academic and vocational

training leading to recognized certificates of achievement of skills.(CSC,38)

....As Chief Justice Warren Burger put it so eloquently:

Ninety-five per cent of the adults who are presently confined in

our Nation's prisons will eventually return to freedom. Without any

positive change, including learning marketable job skills, a depressing number-

probably more than half of these inmates-will return to a life of

crime after their release. (Pell, 39)

Prison boards, funding agencies and corrections administrators

require credible information to make decisions about adding, changing or

dropping programs, increasing facilities and staff for them, and changing

the funding allocations. (Halasz, 2)

"We have a hodgepodge of shops, ancient equipment, contracts,

so to speak, of a minor nature, pay scales inadequate, rewards non, and very,very

little incentive to do better," Dragan Cernetic told the politicians when

they visited British Columbia Penitentiary.

....Schooling within the prisons is sought after but it is often

inadequate....the elementary classes could hold only ten men although

doxens more wanted to learn to read and write....a prisoner complained,

teachers hired on contract were not really teaching. They gave their students

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Planning Educational Programs -3-

good marks for below-average work. These high school graduates later

found they could not pass entrance examinations to universities or

colleges, the prisoner said. This was as embittering an experience

as discovering that the trade certificates were worthless.

Higher education seemed to be more successful, perhaps because the

prisoners had to meet the standards of institutions outside the prison

system. (McNeil, (40)

....Many of them found that, after having taken courses in plumbing,

carpentry and the like, their achievements were not recognized as valid by

outside employers since the courses given to them by C.P.S. were

insufficient or outdated.

The need for truly qualified instructors must be emphasized. (Report.41)

....The alternative that I have been proposing accepts the idea of

prisons (or whatever name one wishes to call them), but hopefully, prisons

that are physically, emotionally and mentally healthier places to live in than

the medieval chambers that currently exist. But, in addition, it asks for a

comprehensive educational program to enable prisoners, who are, after all,

human beings with the same range of intelligence, potentialities and competence

as those on the "outside", to become contributors to the very society against

whom they have offended, and which has seen fit to imprison them.

....This call for comprehensive education is not a matter of sweetness

and light, but for the implementation of a practical rehabilitation program

that can give a man rung to climb up once he returns from serving his terms of

imprisonment, rather than leaving him and his society with the consequences

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Planning Education Programs -4-

of his bitterness and resentfulness that ordinary prison life engenders.

....As a result, a prisoner should be able to return to society with

course work completed or in process of completion for the educational

credentials that society regards now essential for productive participation.

(Braham 42)

....It did not, I regret to say, seem to me that the educational

placement of inmates loomed large in treatment plans.

....Further, do any of these emergent patterns or needs lead your

psychiatrists to indicate that some of these needs may be met by offerings

which could be made by the educators.

What I am really asking is whether there is a need for educators?

Do they fit into a treatment plan? Do the educators in your institution ,

have a syllabus of special education to fit the needs of your special

population? (Parlett, 43)

....Such a research enterprise, if well-conceived, would explore

the hypotheses that there is a variety of learning disabilities; that

their identification and their role in criminality are seriously confounded

by deeply ingrained attitudes and defensive manoeuvres and that an

individualized educational approach which identifies gaps in learning

achievement and how they relate to each offender's aspirations, is most

likely to be effective. (Griffin, 44)

....Poverty and lower social class are possibly criminality factors

but faulty education is assuming greater importance in

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Planning Educational Programs -5-

the eyes of modern researchers. ...More and more, criminologists are

discovering a shocking connection between school failure and crime,

in bright children who somehow fail to learn in the regular school system.

(Davidson, 45)

...."need for structured and well-supported educational programming."

(Griffin, 46)

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Staff Members' Educational Needs

Working with Adult Illiterates: A Model Program...

Reading teachers develop knowledge and skills in six major areas:

language foundations for reading, comprehension, word analysis, enjoyment

of reading, diagnostic teaching and program planning and improvement

(International Reading Association, 1978). Interdisciplinary courses

were offered to develop competencies in these major areas as applied

to the instruction of adult illiterates.

....Finally, the most important change is that of staff members'

attitudes toward illiterate inmates. Their awareness and appreciation

of the plight of illiterate inmates have been heightened. Previously,

having avoided these inmates, staff members now believe them to be capable of

learning. They approach the challenge of teaching them with a new sense

of optimism. (Gold, 47)

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Funding Programs

....The federal government used to provide funding for educational

institutions and income support for individuals to upgrade their basic

education so that they could move on to more specialized, technical

training.. .A void has been created, whereby people needing income support

while upgrading their education to Grade 10 or higher, are told they are

out of luck, and the provinces, which are constitutionally responsible for

such basic education, have generally refused to fill the gap.

Both the federal government, which has broad responsibility for

manpower anbeconomic policies, and provincial governments, which are

responsible for education, should show leadership in arranging and funding

a national program to combat adult illiteracy.

Our economic future depends on it. (No, 15)

....several computer companies in Silicon Valley have already

donated thousands of dollars worth of equipment to prisons, with many

others interested in the idea. (U.S., 48)

....Cairns also made a number of comments to summarize some of the

problems that affect literacy programs in Canada:

Fragmentation: Whether at governmental or non-governmental

level, one encounters relatively small underfunded projects,

most with little linkage, knowledge of, or relationship

with others.

...Indications, however, show that in terma of overall budget

allocation to the educational systems, expenditure on adult basic education and

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Funding Programs -2-

literacy activities miniscule or non-existent. "Where adult basic literacy has

been identified as a priority program area requiring some new initiatives,

some funds have been made available but the priority is not always

reflected in the overall budget allocation.

....Writes Thomas: The question to be answered by governments is whether

adult basic and literacy education is a right or a privilege. If the

answer is a 'right' then policies, initiative and programs flow from that

principle.

"If the answer is 'a privilege' then adult basic and literacy education

become primarily charitable enterprises, for disadvantaged adults

cannot generally afford the luxury of purchasing educational services. (Cairns,49)

Roberts said the federal government's traditional position that it is

only responsible for upgrading skills, while education is under

provincial jurisdiction, has to be "rethought". (DiManno, 50)

....In fact, recent data from the National Institute of Education

reveals that only 2 percent of the total cost of incarceration goes

to vocational education and related programs. On the average, a State spends

only 1.5 percent of its total correctional budget on inmate education and

training programs. Further, corrections education programs are generally

plagued by inadequate funds, space, equipment and trained staff.(Pe11,39)

....Certainly a cursory glance at correctional school budgets will

reveal an undeniable lack of adequate funding. Because the student

population of a typical correctional school is comprised primarily of

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Funding Programs -3-

emotionally, psychologically disturbed adults, most of whom represent

a special education population, the budget limitations placed on school

programming and staffing are especially acute and detrimental.

....Perhaps a more convincing argument is the economic one

which holds that this nation can no longer afford the present prison

system...who can deny the fact that rehabilitation efforts must be

redoubled. It makes sense to educate and train a man to earn a living

outside when, for the cost of incarcerating two men for one year, we

can 'Say the salary of the highest paid and most trained prison educator

(Reffett,3)

....The 3,319 men in maximum security institutions cost the government

an average of $47,942 each ...It cost $34,223 apiece to keep 5,107 men in

medium security prisons...It cost $31,715 for each of 448 men in minimum

security prisons...it cost $62,872 to house each of the 86 women in

federal maximum security prisons... (Maximum, 50)

....We are talking about society's derelicts, the unemployable and

vagrants, who are in prison only because we have no alternative and they see

no other choice.

....So, here we have the owner of the store, the police, the court and

a correctional institution all compelled to take part in a charade, at

considerable and unnecessary expense to the taxpayer, to get a man the

accommodation he plainly needs.

There is something lacking in a humane society that forces people to

break the law to get the bare necessities of life, which they are no longèr

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Funding Programs -4-

able to provide for themselves.

....And here we come to the alternative that is totally lacking in this

country. There are age-old institutions in Britain and other European countries.

Known as a House of Refuge (or some other similar name), they are publicly

funded to provide permanent shelter, food and clothing as well as the personal

needs for security and care, in a more acceptable environment.

....Apart from any humanitarian obligation to provide for those who,

for whatever reasons, cannot provide for themselves, these institutions can be

built and operated at a fraction of the cost of a prison because the last thing

the inmates want is to escape.

Whether our prisons are overcrowded or not, they are far too expensive

and were never intended to house those who choose to use them because they

have nowhere else to turn. And, as soon as we establish a more enlightened and

economical provision for our destitutes and social cripples, it will benefit

them and the taxpayer alike. (Insidious, 51)

....When the government builds a durable facility such as a road, a bridge,

a school, a park, it is not deemed to be making an investment; it is only making

an expenditure. The financial burden on the country's taxpayers is emphasized;

no estimates are given of the improvements in national productivity and the

enhancement of personal well-being that these facilities will generate.

....Because the government is said to make only expenditures and not

investments, we are inhibited from adopting policies that would provide

welcome jobs now and a highly desirable increase in Canada's productive

capacity in the future - in the private sector as well as the public sector.

(Why not,52)

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Funding Programs -5-

....Underlying the confusion is the constitutional fiction, preached by

all but practiced by none, that education is a provincial prerogative.

So we have a federal Government (regardless of party) that professes a hands-off

policy while clumsily handling the many necessary national-international aspects

of education, and 10 provincial governments that act like despotic landlords

while accepting more than half their education costs from the general revenue.

....But the ironies multiply. Federal governments lean over back-

ward to accommodate an arm's-length relationship with the provinces when it comes

to education - even when transfer funds clearly marked for educational purposes

are openly spent elsewhere.

....No other country in the world has so fragmented its human resources

and its intellectual capital. ( Marching, 53)

....And they were lucky,tapping into a source of funding probably unique

for literacy groups in Canada. ALSO was fortunate in having literacy sympathizers

in the Ottawa-Carlton Regional Government,...about half the group's budget comes

from the municipality, which pays $9.00 per hour for students who live in the

region and are on social assistance. (That compares with $1.00 per student hour

for Ministry of Education grants under continuing education programs.

Says Baldwin: "The people involved in regional government saw that illiteracy

wasn't just an education problem, but had impact on the whole lives of people.

They understood that literacy was a way of breaking through the cycle of welfare.

Other funding comes from grant programs such as Canada Works, other government

departments for specific projects, and charitable foundations.

....For example, one man who was legally blind and deaf couldn't write

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when he first arrived at ALSO. But he became proficient enough in basic skills,

took other courses and is now doing microfilm work for the RCMP. (Student, 54)

Ontario's Ministry of Citizenship and Culture has been in the forefront

of supporting literacy programs in this province, and recently it announced more

initiatives.

The Owen Sound Public Library has received $38,000.00 from the ministry

to develop prototype materials for a library literacy program. (Library, 55)

... Canada's historic insularity from the international marketplace

has made Canadians notorious buck-passers, whether it concerns whose responsib-

ility it is to create .jobs or whose responsibility it is to pay for each new

demand on the economy.

We are more interested in focusing on the risks of technological change

than on the larger rewards. We lose sight of the certain and graver consequences

of not changing.

... We tend to engage in ad hoc solutions.

... It is essential we attach the same importance to the rate of return we

get from training and retraining of people as we do to rates of return on

capital investment.(Delay, 56)

... "It is like climbing a mountain. The mountain is very high and every

step you take is very difficult and important. But just because you have to

make a difficult step it doesn't mean you say, 'Oh, the mountain is terribly

high; we'll never make it.' There is something like this in the Canadian

(Pierre, 57) temperment, and it creates discouragement."

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Effects in Institutions of Educational Programs

It is difficult to imagine a population which collectively has

lower academic achievement and lower self-concept than incarcerated

individuals. Their deviant behaviour from society's norm may well

be related to their dearth of positive experiences related to both

achievement and self-concept. The influences in their environment

which might have provided positive reinforcement, such as educators,

family, church and law enforcement, have failed to elicit significant

changes. in those individuals with a proclivity toward crime. In fact,

it is more likely that their negative behaviour has been reinforced by

their peers. (Mayer ,58)

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Need for Public Awareness and Support

...."Crime is a very complex problem," says Arbuckle. "It's a

vicious circle. People bounce from one part of the system to another—from

foster homes to jail to psychiatric wards and back to the street. And

it starts over again. Somehow there has to be a way of breaking the

cycle." (Ward, 59)

....Poverty and lower social class are possible criminality factors

but faulty education is assuming greater importance in the eyes of

modern researchers. If crime is an antidote for unrecognized inferiority

complexes, how did the deviant child fall victim to this unfortunate

weakness of self doubt? More and more, criminologists are discovering

a shocking connection between school failure and crime, in bright

children who somehow fail to learn in the regular school system.

....Once the subject becomes a matter of serious concern I believe

Ontario residents will press for educational and penal reform to prevent

children from resorting to crime. (Davidson,45)

....Finally, it is impossible to discuss Canadian initiatives

without reference to public education and awareness. A great deal more has

to be done on this front to create a famourable climate. We mean a favourable

climate for loosening government purse strings to finance voluntary

sector activities, a favourable response from the community at large as

contributors of money,volunteers... (Weber, 1)

....The speech was a complete departure from the rest of the

conference. Dr. Hurst did not pull any punches in saying that one of the

greatest of the major problems affecting our society today is academic failure

caused by illiteracy and learning disability, which has become the major

threat to economic existance for many individuals.

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Need for Public Awareness and Support -2-

"The cost to our economy is high, since this person produces less

taxes, higher welfare and unemployment and larger delinquency and crime costs."

While much of the rest of the conference was dealing with the age at

which juveniles can be incarcerated, the percentage of repeat offenders,

the cost of maintaining facilities, Dr. Hurst was the only speaker in the

week-long conference that suggested causes-and solutions.

"It was the only speech all week that had substance-something

we could sink our teeth into," Judge Stewart said. He is an expert on criminality

and was an advisor to the United Nations for several years. (Dr. Hurst,60)

10

Evaluation of Present and Proposed Programs

....The students in the individualized program achieved higher than

the students in the traditional setting in all academic areas. They

also manifested higher self-concept scores for all factors of the PH...

Individual analyses showed that the significant difference was attributable

to Reading. With regard to the difference in self-concept, the

significant contributing factor was in the area of Personal Happiness

and Satisfaction...What is fortunate, however, is that when achievement level

is raised, a corresponding trend is observed in self-concept...

....A second major conclusion drawn from this study is that

students in an individualized program do, at worse, as well as students •

in a traditional setting in all areas measured. Gains in all achievement

areas were greater for the students in the individualized program.

When post-test means were adjusted for individual differences between

groups, it was found that the individualized program was most effective

in the area of Reading.

The authors concur with the opinions of previous researchers that an

individualized program has unquestioned value in its application. For the

most part, a vast majority of youthful offenders have experienced ample

failure in a "traditional" school setting and have burned out, turned off,

and dropped out. The individualized approach represents an opportunity to

develop a reasonable and novel approach to learning and allows a chance

to develop a one-to-one relationship with a caring adult model. This

type of program minimizes frustration; it is self-paced and incorporates

decision-making in that the student has a chance to choose between

alternative materials. To fail is virtually impossible. (Halasz,2)

1 1

Political Implications

....The eight-member advisory board recommended:

Implementation of a 10-year plan to combat illiteracy among

Canadian adults. (DiManno,50)

....Increasing corrections costs have become a great burden to

taxpayers, especially as constraints on resources intensify. We can

no longer afford to incarcerate the same people again and again. There are

strong economic and moral justifications for developing correctional

educational services. Education is correlated with the improvement of

saleable competencies, pro-social value orientations and necessary

communication and computation skills. The equality of educational

opportunity principle necessitates the improvement and expansion of

institutional school programs. Indeed, our national interests and values

require correctional education...

....the words "corrections" and "learning" are parallel-both focus

on changed behaviour.

....The environments in our training schools, reformatories and

prisons are antithetical to the educational mission by virtue of their

intense severity. They are dangerous, physically bleak and emotionally

harsh-the worst possible education. Most of the students have dropped out

or been pushed out of the public schools, their academic skills are retarded

4-6 grades, and few have saleable occupational skills. They have resisted

education and their self-concepts are poorly developed as a result of

successive failures. Correctional students are frequently afflicted by

learning and/or drug-related problems; they are accustomed to violence; their

study habits are lacking. Daily life in confinement results in intense

11

Political Implications -2-

frustration; the institutional setting blocks normal maturation processes;

racial tensions are emphasized. Institutional constraints impede programming

efforts. Correctional teachers were originally attracted to and trained for

service in the local public school. Problems of inadequately staffed

administrative/support components are compounded by the patchwork "soft money"

funding, which demands annual assessments, program planning reporting and

evaluations. Indeed, programs which can succeed in this most difficult

setting can be replicable in less restrictive environments. Toward this

end, correctional education should be viewed as a laboratory for testing

relevant models which can be disseminated to other contexts.

Taxpayers have a right to expect that programs of proven success will

be implemented in our institutions. Educational programs teach confined

juveniles and adults reintegrative skills, while other types of programs

are designed only to produce better inmates. If we believe that human

beings are capable of correcting their mistakes, then rehabilitative

programs deserve an adequate opportunity to succeed. The alternative is

to operate penal institutions on a retribution-only basis, without

rehabilitative programming. (Gehring,61)

....Illiteracy is normally considered as primarily an educational

issue, for which solutions, if found, will come from educators. This is

a misreading of the problem.

"The question is fundamentally political. What sort of society

do we want? Are we seriously interested in improving the skills and training

of the poorly educated? Will we make this a priority and commit funds .

and expertise in an age of dwindling resources?" (Cairns,49)

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....Especially in the poorer developing nations, it quickly became evident

that disease, prostitution, hunger, poor housing, illiteracy and the rest

were neither accidents nor natural phenomena.

They were the result of specific systems and social structures, either

local or international, that were unjust. The churches began to realize that

side by side with personal sin there is corporate sin. (Harpur,62)

....But this kind of entry at the lowest skill level will not solve

the problem. Too many of these jobs are being made obsolete by

technological change.

What,the "hard to employ" need is the opportunity to get the education

they never had, the skills training carefully planned to meet the labor

market needs of a transforming economy.

Long-term planning will be costly. But such an investment by the

province now would avoid the high costs of carrying a core of permanently

unemployed. (Spiers, 63)

1

So concerned is the Government about the reading disabilities of

prisoners that a census is being taken to measure the deficiency and

-suggest remedies. ( Evans, 64)

Combatting Illiteracy: What is being done?

It is not easy to answer this question-because the answer

hurts. Relatively little is being done in Canada to combat illiteracy.

More accurately, a small number of people in small voluntary organizations

across the country are working diligently on small, praiseworthy projects.

Like Frontier College, they are training adults to read and write. But their

few hundred students measured against the enormity of approximately five

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Political Implications -4-

million people with literacy training needs is only a small dent.

(Weber 1,p.21)

....Marie Laurie writes from Ottawa..."Peace indeed does start in our

hearts, and love, kindness, generosity and decency can best grow in those

hearts that are well nourished in childhood. Anger, envy, greed and hatred

grow in hearts deficient in care and love. One need only look at the

miserable childhood histories of people in our prisons to see the results

of that old saying, 'You reap what you sow'," (Needham,65)

....The Business Council on National Issues, looking at the postwar

expansion of the welfare state,..."there is little question that the country

could afford' and would benefit from a substantial enrichment of social programs."

....but rather how to fashion a system that meets the country's social needs -

and that is consistent with Canadians' perceptions of themselves as a compassion-

ate society - and at the same time permits a return to fiscal responsibility and

the shaping of a more competitive,flexible and prosperous economy.

....and the educational system is said to be deteriorating for want of

adequate financing.

....The business council says that, despite its economic problems,

Canada is still, by world standards, a wealthy country - and it can become more

prosperous through the pursuit of sound social and economic policies. "Canada

can afford to assist the poorest and weakest members of our society, and this

should be the No.1 objective of Canadian social policy."

....In fact, it suggested, the amelioration of poverty does not seem

to have been the primary objective of social policy.

"This suggests that,in any future reform of social policy, the need to

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Political Implications -5-

help the poorest members of society should be given greater attention.

(Socia1,66)

....By age fifteen, he had quit school and moved in with a sixteen-year

old girl and her young son. It was his feelings for the child that drove Tracy

to his first criminal act. He began to steal milk to feed the baby. Being

illiterate, he was unaware that social asistance was available.

Don't Pass Me By

I'm just a man at 33 who just learned how to read. I was here all the time but people just passed me by.

One day a woman said: "I will show you a lie, I know you can read with a little time."

Don't pass me by. She gave me a little time and I gave her a little time.

See this writing? I will have more in time. Don't pass me by.

(He Set,67)

The education system is failing the test when it comes to equipping young

people for today's job market. As a result of this fact, small business is having

to pick up the slack, says the 67,000-member Canadian Federation of Independent

Business.

....the Federation has urged federal and provincial employment ministers

to move education to the top of their agenda: "We find that small business people

are not only doing a lot of on-the-job training in terms of job skills, but also

are compensating for inadequate basic education."

....Flora MacDonald, the CFIB recommended the establishment of national

education and training objectives. (Education, 68)

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Reduction of Recidivism

....The structure and support of intensive supervision provided

by community corrections workers coupled with meaningful educational

programming can make a difference in the releasee's adjustment to the

"free world". In times of economic recession and high unemployment

when job opportunities for ex-off enders become more difficult to find,

educational programs become, in many cases, the only constructive

option open to some releasees. ( Wolford,69)

....The program, started by the Donner Canadian Foundation, has

accumulated a good deal of information in the past decade to support

the theory that the lamp of learning can lead people out of the criminal

life. There is a statistically significant difference in recidivsm

rates between this group and the ordinary prison population and, while

this cannot be represented as a massive break-through in rehabilitation,

it is one of the very few theories to have produced positive results.

Walter Pitman, president of the Association for Adult Education

wrote in a recent article in the Globe and Mail that a study of education

programs in British Columbia penitentiaries showed that the risk of

recidivism for inmates who participate for at least a year is only

a quarter of the risk of those who participate in other programs.

Mr. Pitman, who reminded us that the Penitentiary Act required

prisons to provide "custody, treatment or training", commented that learning

to choose wisely was the most important thing a penitentiary could hope

to offer a prisoner and that when it did so, society benefitted as well.

(The Prison,70)

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....George Beto, (1971), a leader of criminology, has commented on the

effectiveness of correctional education:

"In our own experience, the one area in which the success in

reduction of recidivism can be measured is in the area of education,"

and "In the myriad of correctional fads the only one in which there is a

modicum of empirical evidence that it does any good is education".(Gehring,61)

....It is our opinion that an inmate re-entering the community

carries several strikes against him, whether this handicap is warranted

or not. As a result, we consider that the need to assure an inmate an

adequate functioning reading level is of greater than usual importance

and may be a determinant of considerable importance to his ability to

resist recidivism.

....On reflection, we consider the attainment of the highest degree

possible of literacy as one of the key instruments that the Correctional

Service can offer to an inmate in order to equip him for re-entry

into the community. In our view, attainment of functioning capacity

in reading and written communication is fundamental to the preparation of

'inmates, upon discharge to assume their responsibilities as citizens and

to conform to the requirements of the law' [Penitentiary Service Regulations,

2.10, paragraph 20] (Literacy,8)

....Given such disadvantages, it should not surprise us that recidivism

continues to remain high. Simply, most offenders leave custody as they enter,

on the negative side of most continuums. To correct this situation

correctional authorities have two options: (1) incarcerate, and thus eliminate

the opportunity to commit crimes, or (2) provide correctional programs •

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that ensure offenders leave custody with stronger inner controls, or as

people who would fit at the extreme positive end of the continuum,

relating to their personal make-up. As all of us are aware of the enormous

social and economic costs and human suffering that comes with the first option,

that leaves correctional authorities to continue their efforts to

address the second- habilitation. (Correctiona1,71)

....Because the program is part of a serious attempt to rehabilitate

offenders - and it is successful, Walter Pitman, past president of the

Canadian Association for Adult Education, vouches for it.

'"This program is a form of self-protection for all of us," he

says. "These people are going to come out of prison. It's better for

us if they come out educated, having come to terms with society's

values, ready to accept a place in society. The kinds of courses

offered help to motivate them to make positive decisions about their own lives.

It's a good form of preventive medicine."

It has worked that way in British Columbia, as writer Louise Brown

reported in the Saturday Star. University of Victoria professors have

taught in prisons for 11 years. The recidivism rate (rate of return to prison) has

been 14-17 percent among their convict-students, compared to 55-65 percent

of general prisoners. (Prison,72)

....clearly point to the need for a greater federal commitment in the

corrections education area. To my mind, their observations and findings provide

strong support for the legislative initiative I undertook in 1979 and am

renewing this year. In addition, they are buttressed by the results of

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Reduction of Recidivism -4-

studies in California, Maryland, New Mexico, Texas and Washington

which correlate a reduction in the recidivism rate with education and

training received by the inmate while in prison. (Pa11,39)

....Only recently have we come to recognize that a penitentiary

is a learning institution, where inmates learn to make judgments about

society and how to live a satisfying life.UnforWnately, much that is

learned may simply make the individual a more sophisticated and knowledgeable

criminal upon release.

Various techniques have been attempted over the past century to

reform criminals. Each has been based on a theory of crime causation.

There have /been biological theories, with corresponding biological techniques

of curing the offender. There have been psychological theories, and sociological

theories, each with its own approach. Another school of thought, much in

fashion - today, holds that if prisoners are put to work in prison industry,

they will emerge from prison useful and law-abiding citizens. The

trouble with these theories is that they do not work. They do not produce

the desired result-reformation and rehabilitation.

Evidence is accumulating that some kinds of education do produce

results. An astonishing finding of a recent study of an educational program

in British Columbia penitentiaries is that the risk of recidivism for inmates

who participate for at least a year is only a quarter the risk of those

who participate in other programs.

....Education can play an important role in the decision-making

process of individuals. (Pitman,73)

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said Dr. George J. Beto, director of the Texas Department of Corrections.

"We think education is largely the answer." (Arnold,74)

JI ....These educational programs should focus on the development and

the enhancement of basic cognitive structures as well as the development of

11

general knowledge and competency in the various academic skills (as reading

and mathematics). The strengthening of the inmates' cognitive potential,

11

i.e. their ability to think and to reason, and their ability to control impulsivity can be expected to generalize to many areas, academic as well as

and profound way in adults," explains Professor Koopman. "You can increase

11 111

social, and possibly become a crucial factor which will shape the inmates'

11 course of rehabilitation. (Assessing,9)

....It is possible to alter cognitive functions in a dramatic 11 111

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Reduction of Recidivism -5-

....The recidivist rate in Canada is one of the highest among the

so-called advanced countries of the West.

It has been well-recognized by penologists, criminologists and those

who are concerned with social reform that sheer incarceration does little

to rehabilitate prisoners; it does not reduce crime rates, and is a costly

affair that offers no real returns to society. (Arnold,74)

....the program has trained hundreds of prisoners at San Quentin over

the past eight years, Newland said, and"not one inmate has returned

to jail". (U.S. convicts, 48)

....An increasing number of these officials are coming to see the key

element in %ny program of prison reform as education- giving the inmates

Ill training, vocational or academic, to help keep them from returning to 1 ? : crime when they re-enter society.

1 Illk "Id the end, we must be judged by our record in reducing recidivism,"

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Reduction of Recidivism -6-

language competency if you take into account the origin of the problem. By

correcting the disorder that's causing poor language development, you eventually

eliminate the behaviour disorders that result from a lack of language

competency. (Koopman,75)

....On October 14th, 1982, a recidivism check was conducted on all the

children who had been in the project,[Vision Test] and we found that the

rearrest rate was now down to 7%. For purposes of this study recidivism has been

defined as any rearrest being considered to be a new chargeable offence which

occurred after the formal start-up of July 14th, 1980 to October 14th, 1982. (Vision,22)

,...."Canada has one of the most repressive justice systems in the world,"

Most Rev. Remi de Roo, Bishop of Victoria, added.

"There are two systems of justice, a system for the powerful and a system

for the powerless," the bishop told the gathering of convicts, judges, lawyers,

II ; churchmen, prison officers, police and Government officials. i

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He said the churches, in their dealings with the prison system, have

gone along for years "with something we knew was not right."

Bishop de Roo said the system alienates and dehumanizes inmates, and they

emerge from prison with worse problems than when they went in.

He questioned whether anyone but violent offenders should be incercerated.

"The poor and the powerless are carrying the brunt of what is a structural

problem. Justice must be tempered by compassion and love."

Penal institutions "must perform rehabilitation, and that is not

happening," he said. (Legal, 76)

111 ....Mr. Townson, a parole officer whose experience dates back to 1973, explains that the first six months after release are the critical ones for an

ex-convict. "People who have been locked up for any length of time are likely

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"

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Reduction of Recidivism -7-

to return to what they knew before prison because it is comfortable and familiar,"

he says.

"It takes an act of courage to break out of the pattern. It's like breaking

an addiction." June, 77)

....Furthermore, all those described here continue to add to the prison

population because they recidivate. Faced with the cold reality of confusion,

defeats, indifference and outright rejection, and being familiar with prison

life, they experience nostalgia for the security it offers from the

outside world. Insidious, 51)

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Learning Disabilities

....A learning-disabled person is one who is unable to acquire

learning skills at a rate consistent with his or her ability because, for

this person, learning is critically dependent on the style of teaching.

....these adults, for whatever reason, have learning strategies which

are appropriate only to certain teaching strategies.

....There is, in fact, a growing body of knowledge to indicate that

some learning disabilities may not be apparent until the higher

levels of development are reached. These so called cognitive disorders

are highly disruptive to assimilation and retention of information that is

the substance of the secondary curriculum.

....If we are to find crime-related disorders it is the belief of

this researcher that we must look to language related cognitive disorders.

This is based on my clinical research over five years with Adult Basic

Education students, people with neurological disorders, and adult offenders

referred by parole boards and psychiatrists.

....Research supports the relationship between language competency

and learning disabilities and language competency and cognitive disorders,

(i.e. the higher developmental skills of this study). (Koopman,75)

....Learning disabilities are understood to be an intrinsic disorder

and are presumed to be caused by central nervous system dysfunction....At

the heart of the definition of LD is the idea of anomaly or discrepancy

in intellectual functioning. That is, individuals are surprisingly unable

to learn or reason in a particular area, and this failure is inconsistent

with other evidence of their intellectual ability....Individuals with

LD are thought to be of normal or above average intelligence.

(Shepard, 85)

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Learning Disabilities -2-

....Impulsive behaviour, inability to foresee the outcome of actions

and difficulty in planning and problem solving are common behaviour patterns

for people with cognitive disorders related to poor language development. (Koopman,75)

....Before any inmate is transferred from ARDC, his file is coded

to indicate educational status, and follow-up procedures have been developed

to expedite educational placement and initiation of services.

....The special education teacher at each facility works with the

regular teachers to implement the strategies.

....Dr. Feurerstein is an Israeli psychologist...led him to

the conclusion that intelligence, far from being fixed ...is open to

change...Existing testing procedures which frequently result in

applying the label "learning disabled" are inadequate and unreliable

II since they reflect intellectual achievement and not the potential to ;

j

learn.

....It has been our experience that most of our students suffer from

a lack of development in the application of thinking skills and the ability

to analyze thinking processes and not from lack of intellectual ability. (Hillen, 83)

....It will be noted that the bulk of the assigned exceptionalities

fell within the Educationally Handicapped Slow Learner category. Commonly

the team found that academic skills were pervasively low and that the

special education needs were more general than the more selective

profile of the learning disabled. (Klingler, 84)

....Why the pain and frustration? Twenty-two years ago I sent a boy

to kindergarten, prepared to learn. Over the course of a year, I had a child

returning home at noon, grey with anxiety and pent up emotions, who exploded

when he hit the door. A cool-water face cloth, lots of gentle holding, no

(Klingler,84)

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Learning Disabilities -3-

words and a quiet time helped the symptoms, but not the problem.

....Lots of patience, encouragement and continued cooperation from

the school, the home and the child resulted in graduation from high

school with above average marks, but with no desire to continue in school.

The first three years have left their imprint.

I am convinced that given the intelligence and skills this child was

endowed with, he would have been in training school by the age of twelve

without the preventive intervention and concern of many individuals who

put a child's needs ahead of rules, forms and social norms of the day.

This story is being repeated to-day all over Ontario. My son is one

of the fortunate ones. How many undiagnosed children will be denied the help

they need? The pain I have identified is anger, because not too much has

changed in 22 years. We continue to pay lip service to preventive means,

preferring to spend our money and energy on containment and "after the damage

has been done" service.

In sharing this experience, I hope those who are directly involved in

providing services will be prompted to take action that will help to

prevent the terrible waste of human potential-our most important resource.

(May,82) His belief that the defect causing learning disabilities lies in the

inner ear system governing balance and co-ordination led him to a

controversial treatment with anti-motion sickness drugs which many of his

patients claim has proved dramatically successful.

....now has published a book for the lay public called "Smart but

Feeling Dumb."

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Learning Disabilities -4-

Dr. Levinson believes people with learning disabilities cannot correctly

process what they see (or in some people, what they hear) because their inner-

ear system "scrambles" the signals.

The cerebellar-vestibular system (CVS) includes the cerebellum...and the

inner-ear system. Together, these structures are responsible for sensory

input, balance and co-ordination of movement.

Dr. Levinson said the CVS acts rather like the fine-tuning on a television

set. If the CVS fails to screen the sensory input properly, the signals to the

brain become as scrambled as the TV picture when the vertical or horizontal

"hold" regulators fail. The CVS also acts like a guided-missile computer,

enabling the eye to track moving objects, and like a compass, keeping the body

oriented in space. Dyslexics frequently demonstrate deficits in all these areas.

He sent a number of children for neurological tests to top New York

medical centres. When the children were referred as dyslexic, the findings

invariably came back as "brain damaged," but in children not so labelled,

90 per cent were diagnosed as having inner-ear dysfunction. (Dyslexia,78)

111 1111

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Ending

....While Ottawa's revenue shortfalls may be partly or fully offset by

future events, our shortfalls in production will never be made good - Human

energy cannot be stored, to be used at a later date; it's not like minerais

in the ground which, if they are not used now, will therefor be available

for use in the future. Human energy that is not used is lost forever. We will

never have the houses, factories, roads and bridges that people who were

unemployed in the past could have built, and we will never undo the crimes

and suicides committed by people who couldn't get jobs.

Let's have some balance in our account-keeping. We keep very careful

account of the federal government's budget deficits - of the extent to which

it reises money by borrowing from Canadians instead of taking it from them

by taxation. Let's also keep track of these other national deficits - the

shortfalls of production below our potential, which are being lost forever.

(Bellan,79) •

, MD

Among two of the most essential needs of all humanity are the need to belong

and the need to become. For those first immigrants, and indeed all who

have followed since, this country has held the promise of belonging

and becoming. In those settlers' ambition, their toil and their success were

sown the first seeds of Canadian patriotism.

....Like our forefathers we in Canada still have the opportunity to belong,

and take pride in that belonging, to become, and exalt in the challenge of

becoming all that we can be.

....I have great hope that we will respect our resources and develop our

opportunities so that our legacy will be as progressive and as great as that

left by our forefathers. (Sauve, 80)

[I Ending -2-

t ....As most inmates do return to live with us in society are we not

111 obliged for their sake as well as ours to see that they are as well

prepared as possible to live among us as productive, self-fulfilling

i ii individuals. (Andrychuck,81)

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WHEN YOU KNOW A FELLOW

When you get to know a fellow, know his joys and know his cares;

When you've come to understand him and the burdens that he bears,

When you've learned the fight he's making and the troubles in his way,

Then you find that he is different than you thought him yesterday.

You find his faults are trivial and there's not so much to blame

In the brother that you jeered at when you only knew his name.

When you get to know a fellow, know his every mood and whim,

You begin to find the texture of the splendid side of him;

You begin to understand him, and you cease to scoff and sneer,

For With understanding always prejudices disappear.

You begin to find his virtues and his faults you cease to tell;

For you seldom hate a fellow when you know him very well.

When next you start in sneering and your phrases turn to blame,

Know more of him you censure than his business and his name;

For it's likely that acquaintance would your prejudice dispel

And you'd really come to like him if you knew him very well.

When you get to know a fellow and understand his ways,

Then his faults won't really matter, for you'll

Find a lot to praise.

11 IRE Anonymous

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SURVEY OF LITERATURE CONCERNING LITERACY

Bibliography

1. Weber, Marlene The Right to Read. Frontier College, Toronto, 1983.

2. Halasz, Ida M. Ph.D. Evaluating Vocational Education Programs in

Correctional Institutions. Journal of Correctional

Education. December, 1982.

3. Reffett, Sid Shannon The Correctional School and the Public Mind.

Journal of Correctional Education, June, 1983.

4. ,Malcolm X Frontier College. December, 1981.

5. Frontier College WT/mg, December 22, 1981.

6. Teacher sees connection between illiteracy, crime. Globe and Mail.

November, 1980.

7. Callwood, June Why do youths turn to crime? Globe and Mail. January 26,1984.

8. Literacy Programs, Exerpts from Progress Report. March, 1981.

9. Waksman, M., Silverman, H., Weber, K. Assessing the Learning Potential

of Penitentiary Inmates: An application of Feursteints

Assessment Device. Journal of Correctional Education.

June, 1983.

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Bibliography -2-

10. Hurst, W.A. Dr. Television major Cause. Dr. Hurst, Bracebridge, Ont.

11. Ward, Olivia The Bridge to Freedom. Sunday Star, May 6, 1984.

12. Carey,Elaine What's going on in our courtrooms? Toronto Star, March 25.

13. Dutton, James Jr. Prisoners get inadequate education, job training.

Montreal Star. October, 1972.

14. Jewers, Paul Learning Clinics? Parole Officer, Halifax, Nova Scotia,

•

1985.

15. No Literacy means no jobs. The Toronto Star. April 19, 1984.

16. 1982 Summer Youth Employment Program. Frontier College. Toronto.

17. Grant, Donald,

Inmates' Skills can be helped, jail teacher says.

Globe and Mail, May 30, 1983.

18. The Education Crisis. The Globe and Mail. May 12, 1984.

19. Grant, Donald Prison term can be school term for illiterates.

Globe and Mail. November 17, 1980.

20. Dimic, Nicolas Myth has burst. Globe and Mail. March 13, 1985

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Bibliography -3-

21. Computer revolution exposing illiterates. The Chronicle-Herald.

April 12, 1985.

22. Vision Screening and Treatment Project. San Bernardino Juvenile Hall.

refer to Dr. Hurst, Bracebridge, Ont.

23. Do you Know these Facts about Vision and School Achievement?

Ontario Association of Optometrists. Toronto.

24. Crickmay, Helen "The Three R's in Jail. Journal of Correctional

Education. June, 1983.

25. Davidson, Alan School failure a major cause of crime. The

Bracebridge Examiner. January 22, 1981. •

26. Life is Worth Seeing. TV Week Magazine, March 17, 1985. Halifax.

27. The Killam Eye Clinic. Lorna Innes. The Chronicle-Herald, Halifax.

28. Safer Streets. Globe and Mail. October 12, 1983.

29. Adult Basic Education. Frontier College. Kingston.

30. Grindstaff, Gordon Volunteers Working with Inmates: Chicago's

Practical Pace Program. Journal of Correctional Education. June,1983.

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Bibliography -4-

31. The (Ontario) Ministry's Manual of Standards and Procedures.

Bob Bunn, Ontario Board of Parole.

32. The Black Creek Venture Group, The Black Creek Attendance Centre.

Driftwood Community Centre, Downsview, Ont.

33. Fruman, Leslie The Community rallies to help Metro's unemployed.

Toronto Star. May 17, 1984.

34. Pilot Project:Assessment & Career Profile Design. Collins Bay, October,1983

35. Fagan, Drew Judging the risk. The Globe and Mail. June 4, 1984.

36. Gehring, Thom Correctional Education and the United States Department of

Education. Journal of Correctional Education. September, 1980.

37. Buxton, Barry M., Fowler, David and Kushner, Cathy Interest Centered

Learning: An Approach to Curriculum Synthesis.

Journal of Correctional Education. September, 1980

38. Correctional Services of Canada Manual of Organization. Education,

Training and Employment of Inmates.

39. Pell, Senator Clairborne Remarks of Senator Clairborne Pell on the

Federal Correction Education Assistance Act. Journal

Correctional Education. December, 1982.

(1

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Bibliography -5-

40. McNeil & Vance Cruel and Unusual Deneau & Greenberg publishers, Ltd.

1978, p. 112, 113.

41. Report to Parliament, p. 111,112,113, Second session of 30th Parliament,

1976,77.

42. Braham, Mark Prison education urged to spark new rehabilitation.

43. Parlett, T.A.A., Ph.D. Memorandum, Education Program, Government of

Canada. May 22, 1980.

44. Griffin, D.K., Ph.D. Memorandum re "Learning Disabilities and Crime".

Government of Canada. November 15, 1982. (re article by W.H.Coons.)

45. Davidson, Alan School failure a major cause of crime. The Bracebridge

Examiner. January 22, 1981.

46. Griffin, D. Ph.D., Memorandum, August 11, 1983.

47. Gold, Patricia & Steurer, Stephen Graduate Training of Correctional

Education staff Working with Adult Illiterates. A Model Program.

Journal of Correctional Education. June, 1983.

48. U.S. convicts are turned on by computers. Toronto Star. March 6, 1983.

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Bibliography -6-

49. Cairns, John ABE programs here ignore foreign experience.

Starting Out. Metro Toronto Movement for Literacy.

50. DiManno, Rosie Pay workers for time off to upgrade skills, panel says.

Toronto Star. March 6, 1984.

50. Maximum, Security Costs rise slightly. Let's Talk.

Correctional Service, Canada. 1984.

51. Fellows, Geoffrey Insidious and costly: escaping into prison.

Globe and Mail. February 25, 1985. 4.

1111 52. Bellan, Ruben C. Why not count roads, schools as investments,

not expenses? Toronto Star, June 10, 1985.

53. Marching to the beat of 11 educational drummers. Moore, Mayor.

Globe and Mail. May 25, 1985.

54. Student Centered Learning Key at ALSO. Starting Out. Metro Toronto

Movement for Literacy. April, 1985.

55. Library literacy project gets government grant. Ontario Ministry of

Citizenship and Culture. Starting Out. ( as # 54)

56. Bilodeau, Rod Delay in facing technology change has put us behind.

Toronto Star. June 10, 1985

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Bibliography -7-

57. Juneau, Pierre by Mathew Fraser. I Don't Dislike Winning.

Globe and Mail. April 6, 1985.

58 Mayer, Elizabeth & Hoffman, Roy Comparison of the Effects of Individualized

Instruction with Group Instruction. Journal of

Correctional Education, December, 1982.

59. Ward, Olivia The Bridge to Freedom. Sunday Star. May 6 , 1984.

60. Dr. Hurst addresses U.N. Dr. Hurst, Bracebridge, Ont.

61 Gehreing, Thom Correctional Education and the United States Department

of Education. Journal of Correctional Education. September, 1980.

62. Harpur, Tom Bible's true Theme is a struggle for Freedom.

Heaven and Hell. Oxford.

63. Spiers, Rosemary 'Hard to employ' young need more than summer jobs.

Toronto Star.

64. Evans, Peter Census aims to remedy prison illiteracy. Wilmslow,

Cheshire. July 17, 1970

65. Needham, Richard A writer's notebook. Globe and Mail.

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Bibliography -8--

66. Anderson, Ronald Social and fiscal objectives juggling act for

Government. Globe and Mail. May 3, 1985.

67. Cleland, Halina He Set the Captives Free. New Directions.

March/April 1985.

68. Lajeunesse, Douglas Education System Failing the Test. Canadian

Federation of Independent Business. April, 1985

69. Wolford, Bruce I. Education: An Effective Bridge Between the Correctional

Institution and the Community. Journal of Correctional ?

Education. September, 1980.

70. The Prison Library. Globe and Mail. February 4, 1983.

71. Correctional Options. p. 35. Fall, 1983.

72. Prison Classes worth Saving. Toronto Star. July 31, 1983.

73. Pitman, Walter A Purpose for the Pen. Globe and Mail. December 11, 1982.

74. Arnold, Martin 7,000 Prisoners Go to School in Texas, New York Times.

September, 1970.

75. Koopman, Dr. P. Higher Cognitive Disorders as Learning Disabilities in

Inmate Populations of Federal Penitentiaries in Canada. Language

development linked to criminal behaviour. March3, 1982.

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Bibliography -9-

76. Legal system inequities cited by bishop, chief. Globe and Mail. June 3,1985.

77. Callwood, June I'm trying to turn my life around. Globe and Mail.

March 1, 1985

78. Hollobon, Joan Dyslexia is linked soley to inner ear, neurologist says.

Globe and Mail. May 14, 1985.

79. Bellan, Ruben C. 1.5 million unemployed people is our biggest deficit.

80. Sauve, Jeanne, Governor-General Sauve stresses patriotism, hope in

first July 1 address. The Globe and Mail, June 30, 1984.

81. Andrychuck, Donald Regional Guidance Report, 1982, Frontenac County

Board of Education, Correctional Education Division.

82. May, Janet Angry at wasted human potential. Letters, Bracebridge

Examiner, April 15, 1981.

83. Hillen, Helen & Crafts, Stephen Instrumental Enrichment. The Frontenac

County Board of Education, Correctional Education Division

Annual Report, 1983.

84. Klingler, James, Marshall, George et al.. .A pupil Appraisal for Aaults

in the Louisiana Department of Corrections. Journal of Correctional

Education. June, 1983.

85. Shepard, Lorrie The Role of Measurement...Educational Measurement

Issues and Practice.

Levels of Reading

1. Independent Level: Supplementary and independent reading.

90% Comprehension--99% pronounciation--No head movements-- No finger pointing--No vocalization--Good phrasing.

2. Instructional Level: Teaching Level:

75% Comprehension--95% pronounciation--No head movements-- No finger movements etc.--Good phrasing--No vocalization.

3. Frustration Level: Lowest level of readability:

Less than 50% Comprehension--inability to anticipate meaning. Pronounciation less than 90%--Head movements--Finger pointing--Tension--Withdrawal--Slow word-for-word reading-- Vocalization--Substitution--Repetition--Insertions-- Omissions, etc.

4. Capacity Level: Highest level of readability at which a person is able to understand when listening to someone read or talk. Pupil must understand the selection and be able to express himself accurately; adequate background of experience needed.

75% Comprehension--Accurate pronounciation--Can understand what is being read or said--Precise use of words to describe facts or experiences--Can answer in language similar to selection--Can supply additional information due to background of experience.

Pupil's Viewpoint:

1. My Step: I can read by myself without help, and can understand what I read--•

I can pronounce almost every word--I feel comfortable and enjoy reading--I read for fun and to find out things--I can give reports on what I have read.

2. Teaching Step: I understand what I am taught from the readers and other books and can get honours from the tests--I can pronounce 95 out of a hundred words--I don't fidget--I don't read with my lips or point as I read, but I feel at ease.

3. Troublesome Step: I don't understand half of what I read and I feel worried and unhappy--Sometimes I can't stand still as I read and I'd like to point my fingers or read with my lips--Often I can't pay attention and I should not read on this step often for my reading will not improve.

4. Hearing Step: I understand what is being read to me but I would not be able to read the story myself--I can listen to radio stories and other programs and lessons, understand them and copy them--I can give oral reports on what I have heard.

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Developmental Reading

1. Tests: Vocabulary - Slosson Oral Word Recognition, Guidance Centre,

University of Toronto Spache Word Recognition (with cassette for information)

McGraw-Hill Ryerson b) Comprehension - Spache Comprehension McGraw-Hill Ryerson

2. Program: At Grade Level-- 1. Instructional, 3-4 series 2. Independent, Supplementary Reading (for personal enrichment, no

questions asked) 3. Reinforce, Typing 4. Composition,

Personal stories, Pictures on Periodicals, Letters, Newspaper for source of subjects

3. Introductory (Primary) Grades 1,2,3

a) Reading Readiness for Adults Sullivan McGraw-Hill Ryerson b) Reading for Adults 1,2,3 Sullivan McGraw-Hill Ryerson c) Score Reading Success Series #1-#6 (phonics approach, well illustrated)

Ginn Co. d) Scope Visual Word Attack Skills, Vowels etc. (with spirit masters)

Scholastic e) Action Book 1,2,3 Also Review Sheets Scholastic f) Double Action Book, grade 3 plus (with review sheets) Scholastic g) Conquest in Reading, Kottmeyer Ware (phonics approach, good for

ESL to Enrichment) McGraw-Hill Ryerson - 11) Continental Press English Exercises, Grade 1,2,3 Irwin Publishers i) Typing, Culford, Sutaroska John Wiley & Sons j) Action Book Library e.g. HalfJack House, New Life for Sarita

Scholastic (supplementary reading)

- k) Audio Reading Progress Lab emphasizes comprehension and decoding skills Hayes Publishing Ltd.

1) Language(Master Audio-Visual Instructional Program - Word-Picture Program- for those in early stages of learning to use English language Set1, Nouns Set2,Verbs, telling time, numerals, Set 3, Basic Concepts Activities in sentence form can be adapted for use with mentally handicapped readers Bell & Howell

m) Computer Programs

lem

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Developmental Reading -2-

4. Intermediate Grades 4,5,6

a) Reading for Adults 4,5,6 Sullivan McGraw-Hill Ryerson b) Scope Visual Word Attack Skills, (including Crossword Puzzles) Scholastic

Vowels, Consonants, Word Meaning from Context, (Spirit Masters) c) SRA Reading Lab, 3A and/or 3B Science Research Associates d) Triple Action Books, 1,2,3 Short Story, Play Book, Triple Action

Spirit Masters Scholastic e) Read, Study, Think (aids comprehension) Grade 5,6 Ginn Co, f) Continental Press Exercises, Grade 1-9 Irwin Publishers g) Scholastic Library Books, e.g. Rodeo Road, Wade's Place

Action Library, total of 44 books Grade 2-4 Scholastic Supplementary Reading

h) Job Ahead, Rochester Occupational Reading, Interest level grade 7 up, Vocabulary level #1 Grade 3, #2 Grade 4, #3 Grade 5 Resource Book for student (pkg. of 4) Science Research Associates

i) Newcomer News Ontario Ministry of Community and Social Services No charge

j) Pendulum Press titles (74 paperback classic stories in illustrated form) e.g. Romeo & Juliette, Black Beauty SBF Media

k) Oxford American Dictionary Paperback Avon Books of Canada Metro Toronto News

' 1) Reader's Digest Reading Skill Builders 4,5,6 (4 of each) Nelson Canada Ltd.

m) Typing, Culford, Sutaroska John Wiley & Sons n) Audio Reading Progress Lab, emphasizes comprehension and decoding

skills Hayes Publishing Ltd. o) Computer Programs

5. Junior High Grades 7,8,9

111 a) Reading for Adults 7,8 Sullivan McGraw-Hill Ryerson h)

Reader's Digest Advanced Reading Skills 7,8,9 Brittanica Learning Materials

c) SRA Reading Lab 3A and/or 3B Science Research Associates II d) Continental Press Exercises, Grade 7,8,9 Irwin Publishers

e) Read,Study, Think (aids comprehension) Ginn Co.

1 I i

f) Pendulum Press titles (74 paperback classic stories in illustrated form) e.g. Huckleberry Finn, The Iliad SBF Media

g) Newspaper . h) Audio Reading Progress Lab, cassette and student books, levels 7,8

II 0 Typing Hayes Publishing Ltd.

j) Computer Programs

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Developmental Reading-3-

Scholastic Book Services,

123 Newkirk Rd., Richmond Hill, Ont. L4C 3G5 416-883-5300

A. Action Library 1,2;3 e.g. Wade's Place, New Life for Santa 5 titles of each--total 44 books (approx. $84.00)Supplementary Reading

E. Action Book 1,2,3 plus review sheets Double Action Book 1,2,3 plus review sheets Triple Action Book 1,2,3 plus review sheets Double Action Short Story Anthology Double Action Play Anthology Triple Anthology [Each of the above books approx. $5.00 each

C. Triple Action Spirit Masters (approx. $35.00) D. Collection of English Skill Books-9 titles,paperback (approx. $1.50 each)

e.g. Library Skills series (Getting to Know Library) Dictionary Skills series Writing Skills Book C Doing Research/Writing a Report Error Free Writing How to Take English Tests Writing a Term Paper Vocabulary Skills Program Sentence Building

E. Scope Visual Word Attack Skills with spirit masters, approx. $12.00 each Word Building, Word Attack, Word Power, Word Meaning through Context, Crossword Puzzles, Spelling, Reference Study Skills, Context Clues, Building Critical Reading Skills

Academic Press

55 Barber Green Rd., Don Mills, Ont. M3C 2A1 416-444-7331

A. English 2200 Programmed Grammar, Grade 8-9 (approx. $11.00) Tests and Teacher's Manual available

B. English 2600 Programmed Grammar, Grade 10-11 (approx. $11.00) Tests and Teacher's manual available

SBF Media

2201 Dunwin Drive, Mississauga, Ont. L5L 1A3 416-828-6620

A. Pendulum Press titles, collection of 74 paperback classic stories presented in illustrated form approx. $140.00 e.g. Romeo & Juliette, Black Beauty

B. Pendulum Press titles Read-along Collection (individual with cassettte) approx. $180.00 (choice of 5 collections with about 12 titles each

Ontario Ministry of Community and Social Services

Attention, Mrs. Friedman 416-965-0829

Newcomer News--no cost-- Current news written in two levels of vocabulary difficulty

Developmental Reading -4-

McGraw-Hill Ryerson Publishers

330 Progress Ave., Scarborough, Ont. M1P 2Z5 416-293-1911

A. Reading for Adults, Sullivan Grade 2-8 (7 books) approx. $73.50 B. Conquest in Reading, Kottmeyer, Workbook (Good for ESL to Enrichment)

approx. $6.60 C. Spache Reading Test (with cassette for information) approx. $70.00

Guidance Cèntre Faculty of Education, University of Toronto

10 Alcorn Ave., Toronto, Ont. M4V 2Z8 416-978-3210

A. Slosson Oral Reading Test Score Sheets (Word Recognition Test, Grade 2-10) 50 in a package, approx. $11.95

B. Qualifications for Positions, Monograph List for many positions e.g. Hunting and Fishing Guide, Recreation Leader, Photographer etc. approx. $1.25 each

Ginn Co.

3771 Victoria Park Ave., Scarborough, Ont. M1W 2P9 416-497-4600

A. Reading Success Series, Score 1,2,3,4,5,6 (Phonics approach, well illustrated) approx. $3.55 each

B. Read, Study, Think Grade 5,6 (aid in comprehension) approx. $3.55 each

Nelson Canada Ltd.

1120 Birchmount Rd., Scarborough, Ont. M1K 5G4 416-752-9100

Reader's Digest Reading Skills #1-#6 (4 of each grade, set approx. $65.00 )-

Brittanica Learning Materials

Box 2249, Cambridge, Ont. N3C 3N4 519-658-4621

Reader's Digest Advanced Reading Skills Grade 7,8,9 approx. $3.97 each, Cassette for each grade approx. $27.20 (each)

John Wiley & Sons Ltd.

22 Worcester Rd., Rexdale, Ont. M9W 1L1 416-675-3580

The Business of Typing Sheila Culliford, Susan Sutaroska approx. $20.95

Developmental Reading -5-

Methuen Publications

2330 Midland Ave., Agincourt, Ont. MIS 1T7 416-291-8421

A. Prose of Relevance Vol. 1, and 2 Ken Weber, Grade 9-11 approx. $6.95 eac B. Read and Think Vol 1, and 2 Ken Weber, Grade 9-11 approx. $6.50 each

(Teacher's Guide, no charge)

Avon Bodks of Canada

Suite 210, 2061 McCowan Ave., Scarborough, Ont. Oxford American Dictionary paperback approx. $4.95 each, available

from Metro Toronto News 120 Sinnot Rd., Scarborough, Ont. M1L 4N1

Irwin Publishers

4386 Shepard Ave. East, Agincourt, Ont. M1S 3B6 416-293-4175

Continental Press English Exercises Grade 1-9 approx. $2.00 each grade

The Learning Tree Ltd.

6500 Viscount Rd., Mississauga, Ont. L4V 1H3 416-673-2644

SVE Film Strips: a) Using Good English (6 film strips, 1 unit) approx. $36.50/unit

' h) Film Strips with cassette 1. Champions in Sport( 6 each of film strips and cassettes)

approx. $221.00 2. Exploring our Solar System (4 film strips, 4 cassettes)

approx. $175.00 3. Olympic Games (2 film strips, 2 cassettes) approx. $97.00

Science Research Associates

707 Gordon Baker Rd., Willowdale, Ont. M2H 2S6 416-497-7707

A. SRA Reading Lab 3A (Grade 3-Grade 11) approx. $295.00 B. SRA Reading Lab 3B (Grade 5-Grade 12) approx. $295.00 C. Job Ahead, Rochester Occupational Reading, Interest level concerning

jobs Grade 7 up Vocabulary level, #1-Grade 3, #2 Grade 4 #3 Grade 5 --approx. $10.00 for each one Resource Book for student (package of 4) approx. $10.00

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Developmental Reading-6-

Hayes Publishing Ltd.

3312 Mainway, Burlington, Ont. L7M 1A7 416-335-0393

Audio Reading Progress Lab (cassette) levels 1,2,3 complete approx. $672.( Levels 4,5,6 complete approx. $533.00 Levels 7,8, complete approx. $357.00 Student Answer Book(specify level) approx. $2.00 each

Canadian Audio-Visual Communications

Dundas St. West, Toronto, Ont. M8X 1Y3 416-236-1811

Study Mate 11 (without sound) approx. $54.00 [To view film strips] Study Mate--Autovance (use with cassette and view film str.ips) approx.

$317.00 each (has earphone jack)

Bell & Howell Audio-Visual Products Division 23Q Barmac Drive, Weston, Ont. M9L 2X5 416-746-2200

Language Master Audio-Visual Instructional Program- Word Picture Program--(Recognizing and forming letters to building words with roots and affixes, 14 sets) each set approx. $150.00 --total for 14 sets approx. $2,000.00

English as a Second Language Set 1. Pronounciation Contrasts approx. $500.( Set 2. Verb Structure approx. $300.00

Language Master (Machine with headset) approx. $265.00

Computer Programs Bel-Air Soft Ware P.O. Box 1045, Bel-Air, Maryland, USA 21014 301-879-8784

Programs for Middle School to High School Cost varies from approx. $20.00 to $350.00

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Developmental Mathematics

Moyer/The Teacher's Store

5851 Yonge St., Willowdale, Ont. M2M 319 416-225-6584

Fundamental Mathematics, Book 3A,3B, 4A, 4B, 5A, 5B, 6A, 6B

Arithmetic Exercises Grade 3 Part 1, Pt.2, Grade 4 Part 1, Pt.2

Fractions (Milliken) Grade 4, Grade 5, Grade 6

Fractions (Schaeffer) Grade 4, Grade 5

Metric: Instructo--Practice for Beginners in Metrics,#845 Grade 2-4

Practice in Measuring with Metrics, #844 Primary to

Middle level

Practice in Metric System, # 843 Middle to upper level, Grad( f

Milliken Metric Systems K-Grade 2, Grade 3-4, Grade 5-6

Milliken Metric Activities Grade 3-4, Grade 5-6

Each of the Mathematics books listed above costs approximately $7.00 to $8.00

Bell & Howell Audio-Visual Products Division 230 Barmac Drive, Weston, Ont. M9L 2X5 416-746-2200

Basic Operations: Addition, Subtraction, Multiplication, Division Each Set approx. $ 80.00

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