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n evaluative data, Appelson concluded that through these methods and techniques, the program prevented a large amount of attrition, and helped all students to learn reading skills.

The current sociological perspective is a more broad-based approach than that of the foregoing programs; it is an approach that links illiteracy to that of other general societal problems associated with the illiteracy of public school graduates. A good example of this approach can be seen in an extremely innovative program developed and implemented by the Pennsylvania Association f

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