The necessity for students reading works outside the prescribed curriculum are discussed. (CK)

An interview with two adults who are fluent readers and writers leads to the conclusion that fluent readers get to be that way by reading, and by reading a great deal, from something of their own choosing. (JD)

The article outlines some practical and theoretical weaknesses of the concept of 'reading age'. (Author)

Discusses important reasons why children fail to read in the primary grades, examines two critical stages in learning to read as well as the goals and emphasis each require in instruction, and suggests an effective educational prescription for helping children become good readers. (RK)

This document lists several prerequisites required for reading, especially those that relate to English as a Second Language students. The prerequisites listed include; the concept of print, which discusses the importance of a student being aware that printed material conveys thought through words which are at least similar, if not identical to…

The study considers the Peabody Picture Vocabulary Test, the Ammons Quick Test, and the Wechsler Intelligence Scale for Children. It examines the interrelationship of scores on the Gray Oral Reading Test, Spache's Diagnostic Reading Scales, and an informal reading inventory. Consistency of discrepancy scores to classify students is also studied.…

A major effort by a well-known university to improve the reading skills of its students is described. (CK)

"A Psychological Study of Flexibility in Reading," the first in this collection of four articles, attempted to determine how flexibility in reading develops from elementary to junior high school. The results indicated that children in every grade in this experiment were flexible in reading, that is, they changed their speed of reading…

The development of oral reading speed in the early elementary years and an examination of some underlying abilities that may be involved in individual differences in reading speed and ability are the concerns of this study. Cross-sectional and longitudinal data relating the time required to read orally 50 unrelated letters, 50 unrelated words, and…

Whether IQ is or is not related to reading depends on such variables as the difficulty of the task, the time allowed for learning, the quality of instruction, and the nature of the tests used for assessing intelligence and reading. The relationship between intelligence--as assessed by an individual measuring instrument, such as the…