Emphasizes the importance of carefully planned research design and cites possible applications for independent groups and repeated-measures designs. Bibliography. (MD)

Reports an investigation into the reliability of generalizations in the pronunciation of digraphs and suggests more reliable generalizations. (MD)

Cites results of a reading inventory measuring word recognition ability of 229 children, ages 4 through 6, which found that most children recognized words in semantic settings, that reading at an early age was related to maturation level, and that early readers had higher mean IQ scores and came from higher socioeconomic levels than did…

Reports a 3-part assessment study of Rhode Island reading programs which included a history of fourth-grade classes across the state, a status study of reading programs throughout the state, and a survey of needs as seen by elementary principals and teachers. A number of implications and suggestions for research based on assessment are drawn from…

Presents questionnaire results showing that 86 percent of capital cities held summer reading programs in 1967; that 63 percent of the programs had federal funds; that aides, clerical workers, nurses, librarians, and psychologists assisted teachers; that programs utilized a number of approaches; and that evaluation was done through…

Speculates about the presence of a negative Hawthorne effect on a control group in addition to a positive effect on the experimental group in an experiment involving 2 first-grade teachers and their classes, and draws implications for studies which seek to control for possible interference by positive and negative Hawthorne effects. Bibliography.…

Reveals trends which indicate (1) higher decoding skill achievement with emphasis on controlled regularity of grapheme-phoneme correspondence and language structure, and (2) higher word study skill achievement with no control of consistency of correspondences. Bibliography. (MD)

Analyzes phoneme-grapheme relationships of vowels and reports common phonemes in accented and unaccented, open and closed syllables. Bibliography and tables. (MD)

Reexamines the efficiency of i/t/a in a 3-year longitudinal study of 180 children and reports better general reading and spelling ability and earlier learning of vowel sounds at the end of grade 1 with i/t/a but also reports an equalizing of abilities at the ends of grades 2 and 3 under i/t/a and T.O. systems. Bibliography. (MD)

Reports the type and frequency of oral reading errors at independent, instructional, and frustration reading levels for 68 children in grades 4 through 6 and concludes that oral reading for diagnosis is both valuable and necessary. (MD)

Analyzes the social and cognitive rigidity of teachers in grades 3 through 6 compared to the reading achievement of 159 of their students, and reports a significant correlation between low teacher cognitive rigidity and high student reading achievement gains but no significant relationship between social rigidity or combined social and cognitive…

Describes sources from which the Educational Resources Information Center (ERIC) Clearinghouse on Reading obtains materials and discusses the criteria by which these materials are selected for acquisition. (MD)

Traces progress of the Research Committee of the Ohio Council of the International Reading Association in surveying present certification requirements, in recommending more stringent requirements, and in seeking to solve the problems involved in their implementation. Bibliography. (MD)