Reports on part of a larger study that seeks to determine visual screening needs as they apply to reading, learning, and classroom environment. Concludes that, when carefully interpreted, an analysis of eye motion in the reading act can supply important information for teachers and parents. (MG)

Describes three studies relating to visual functioning. Finds that reading retardation is the result of a clustering of factors, of multiple causation. Discusses the need to determine whether or not a student has the necessary lateral and other functional vision skills to maintain sufficient body energy for the demands of the reading task. (MG)

Presents a study of students with severe reading difficulties in a public school setting. Compares the results with those of a study conducted in 1946. Suggests that field-based specialists can do a thorough diagnosis with tests and procedures currently available. (MG)

Examines the changes in dialect usage and the predictive relationship between dialect usage and reading achievement, controlling for differences in the acquisition of language forms common across dialects. Suggests that dialect usage might be a distinguishing variable between average and poor readers. Finds that correlations do not support the…

Focuses on whether students were aware of any reading difficulties, the consistency of their perceptions with findings obtained from traditional evaluative measures, and the consistency of their perceptions with their parents' and teachers' perceptions of how they might improve. Discusses the implications of these perceptions as a source of…

Examines whether a difference exists between parental and teachers' attitudes and expectations toward Black, disadvantaged children and a child's success or nonsuccess in reading. Finds that students who perceived negative attitudes and expectations were more likely to be unsuccessful readers. (MG)