Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification and children who scored at or below the 30th percentile on the test were classified as "at risk" for early reading difficulties. Half of these children were randomly assigned to a project-based intervention condition where…

The ability to read is essential to school-based learning and skilled responding in an information rich society. Unfortunately, many students in today's schools do not become skilled readers. Many reading researchers (Blachman 1996, 1997; Felton, 1993; Fletcher & Lyon, 1998; Torgesen, 1997) agree that the vast majority of problems experienced…

Chapter 1 examines the effects of college quality on students' learning, employment and earnings in Colombia. Scores on a national college "entry" test solely determine admission to many selective Colombian universities, creating exogenous peer and resource quality variation near admission cutoffs. In one regression discontinuity (RD)…

The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading…

This report summarizes Austin Independent School District's prekindergarten student data from 2001-2002 (half-day and full-day programs) and 2007-2008 (full-day program only), including student demographics, academic performance, and attendance.

The purpose of this mixed-methods research was to examine the impact of mediated cognitive strategy intervention on the reading comprehension and self-efficacy of Palestinian-Arab middle school students with learning disabilities. Eighteen seventh-grade students with LD who were placed in two self-contained special education classrooms and their…

An assessment model is presented that breaks reading down into six discrete skill areas that are both teachable and assessable. The six traits of an effective reader are: (1) decoding conventions; (2) establishing comprehension; (3) realizing content; (4) developing interpretation; (5) integrating for synthesis; and (6) critiquing for evaluation.…

Describes how to construct reading comprehension test questions that are unanswerable without careful reading of an accompanying passage and provides examples of the principles explained. (RB)

Argues that the term "reading potential," as it is now commonly used and computed by many reading personnel, needs to be delegitimatized. (Author/SDH)

Discusses the advantages and disadvantages of criterion referenced testing in the elementary reading program. (RB)

This reading achievement test, intended for grade 3, is to be completed in 50 minutes. The test contains eight reading selections, each followed by multiple-choice questions related to the selection. (SR)

Half of a two-part English Language Arts Achievement Test, this test evaluates reading skills in Grade 6. It contains general instructions for the student, and 50 multiple choice questions on nine readings (two poems and seven stories). (SR)

A study was conducted to investigate the effects of humor on the performance of college freshmen on the Nelson Denny Reading Post Test. The subjects, 36 college freshmen from two developmental reading improvement classes, were randomly assigned to experimental A or B or control sample groups. Students had previously taken forms F and C of the test…