The reading achievement patterns of both impulsive and reflective second-grade students are examined under varying phonics approaches in beginning reading instruction. (JMF)

Reports on a study that determined the readability of a representative number of study habit books used in college reading and study skills courses and then compared their readability with the reading ability of the students who use them. (HOD)

A study of reading achievement in an Israeli kibbutz discovered reading disability to be no more common among boys than among girls, in contrast to studies done in the United States where boys are more likely to have reading disabilities than girls. (MKM)

This study examined the differences in total number of eye movements, direction of the reading scan, and total scanning time of good and poor second-grade readers who were being taught reading by either the phonics or sight-recognition method. (HOD)

Presented is a synopsis of three studies still in progress on the achievement of hearing impaired students in British Columbia, covering reading and mathematics, spelling, and syntactic ability. (DLS)

Reviews psychometric and experimental studies of performance differences on serial memory tasks between skilled and less skilled readers. Offers basic criticisms of the psychometric approach and discusses the experimental research within the context of a general model of short term memory. (AA)

Oral reading speeds for letters, words out of context, and simple text and reading achievement were measured in samples of children and adults. Results are used to discuss the nature and development of a general identification speed variable and an orthographic structure variable. (AA)

This article tackles the debate on general intelligence tests versus specific skills assessment as predictors of academic performance. In a Minneapolis study, a wide range of tests were given to 355 preschoolers. Results from a test assessing early reading skills more closely predicted actual third grade reading achievement than did results from…

Discusses research which shows that activity-centered classes do affect self-concept positively and may increase reading achievement for some first graders. (JM)

Identifies cognitive characteristics and learning style preferences of gifted readers, and presents instructional guidelines for accommodating those preferences. (HTH)

Argues that being "on grade level" in reading does not equip students to meet the standards of an increasingly technological world. Presents research findings indicating that high school graduates need a 15th-grade reading level for admission to most major universities and to succeed in modern vocational colleges. (CJH)

The study examined teacher accuracy and bias in referring 570 students (grades 2-6) for special education placement. Students perceived as handicapped were accurately characterized by low reading achievement, but disproportionate numbers of Blacks and a greater percentage of males than females were referred from a population of low readers. (JW)

Examines the hypothesis that poor readers will have much greater difficulty in recalling abstract words than will normal readers but will closely approximate normal readers in recalling concrete words. The hypothesis was confirmed at the second-grade level but not at the sixth-grade level. (Author/CB)