Investigates Nebraska elementary school teachers' attitudes about whole language. Finds that teachers with a higher tendency to use whole language were those who felt more comfortable with whole language, had training in whole language, felt whole language should replace basal programs, and felt whole language can be used in conjunction with…

Investigated the influence of reading time and words read per minute on the literal and interpretative comprehension of primary school students in Nigeria. (FL)

Investigates the relationship between type of reading instruction and reading comprehension. Uses predictor variables including IQ, group, race, and comprehension pretest score to predict comprehension score. Finds that the dependent variable was not significantly related to method of reading instruction, and there was no interaction effect…

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Examines the relationship between 14 social process variables and the reading performances of 180 slow learners, ages 7-15. Finds that two of those factors (brith trauma and being held back in school) emerge as predictors of reading comprehension, word recognition, and spelling. (RL)

Reveals significant correlations between all of the subtests of a standardized reading test and the behavior scores for girls, higher socioeconomic background students, and non-Black students; but not between the subtests and behavior scores for boys, lower socioeconomic background students, or Blacks. (FL)

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)