Finds that 25 Spanish-dominant Mexican-American students in a transitional bilingual program for grades one-three maintained Spanish reading achievement scores above national norms, and had English reading scores that equaled or surpassed those of 118 English-dominant Mexican-American students in regular classes. Contains 28 references. (SV)

Developmental and criterion reading and writing measures were administered to 300 primary-level students, revealing that elimination of IQ in the definition of learning disabilities would dramatically affect who is identified as learning disabled. A two-stage assessment model analyzing absolute criteria without IQ and relative criteria with IQ is…

Results from 197 elementary school students (97 males and 100 females) aged 6, 7, and 8 years from New Zealand suggest that only poor and younger average readers clearly read better in context than in lists. Good readers, even when younger, seem to be less reliant on context clues. (SLD)

A followup of 380 limited-English-speaking Hispanic children in 20 Texas elementary schools found that most acquired English oral language skills at expected rates and were reading in English at expected levels by third grade. Reading achievement was related to instructional factors and early oral competence in either language. Contains 22…

Reanalysis of data from a study by G. G. Duffy and others (1987) identifies changes in the knowledge of cognition (KOC) of 177 poor readers in the third grade over an academic year and the association of changes with strategy use and comprehension. KOC's role in reading is discussed. (SLD)

A survey of parents of 54 school-age children with prelingual hearing loss being taught through the auditory-verbal approach revealed that 85% of children were estimated to read better than or as well as average normal hearing children. Of 37 children for whom standardized test scores were supplied, 30 scored at the 50th percentile or higher. (JDD)

Reviews existing theoretical perspective on how single-parent families and stepfamilies affect student achievement by examining math and reading achievement scores. Results show that schools predominated by students from single-parent families and stepfamilies negatively affect student's achievement. These negative effects are countervailed when…

Interviews were conducted with 142 above-average readers and 128 below-average readers in the fourth grade. In contrast to poor readers, good readers reported understanding what they read, talking more, being understood more often, and reading more frequently at home and for fun. No differences existed between groups in opinions of the value and…

One university, in partnership with educational, business, and community agencies, established an early literacy and learning model to improve literacy among at-risk young children. The initiative was founded on the concepts of collaborative restructuring, reading research, high-performance learning environments, and family involvement. It has…

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

Differs with those who respond to boys lagging behind girls in literacy by making more space in literacy curricula for reading and writing practices favored by boys. Looks at patterns of gender differentiation. Argues that, since reading gives access to other, wider ways of being, educators need curricula and assessment procedures that enable all…

This descriptive study focuses on the understandings expressed by nine second graders about themselves as readers and looks at the direct experiences of the students in their reading groups. Findings suggest that these proficient and less proficient readers hold very different perceptions of themselves as readers and that these perceptions are…

Thirty years ago, at the close of the tumultuous 1960s, futurist Alvin Toffler wrote a bestseller, "Future Shock," which warned of the effects of accelerating change, or what Toffler described as "the dizzying disorientation brought on by the premature arrival of the future." In the section of the book which was on education,…

This article presents three related evaluation studies looking at the effectiveness on achievement and motivation of Reading Together, a cross-age peer-tutoring reading program. The effects on tutees, tutors, teachers, and parents were monitored. The advantages of Reading Together began to accrue during the second and third phases of the program.…

The current study explored possible sources of demographic effects through analyses of errors from modified formats of the Benton Visual Retention Test (BVRT) completed by African American elders. Results indicate that: (1) reading level was a stronger predictor of BVRT performance than years of education; (2) on the single-item matching format of…