Reading-related skills were tested in adults with and without reading disabilities (RD) or with profound hearing impairment (PHI). Both RD and PHI groups demonstrated low levels of phonological awareness but the RD group also exhibited deficits in verbal short-term memory, morphological awareness, speeded written naming, reading comprehension, and…

A word frequency study of two graded readers and an unsimplified text indicated that graded readers facilitated better foreign-language reading and vocabulary learning than did unsimplified texts. It was found that students needed to read several same-level texts to master vocabulary, and that vocabulary mastery was not necessary for successful…

Compares the effects of basal and whole language approaches on the reading achievement of first grade students. Finds no statistically significant differences in reading achievement between classes taught with a basal approach or with a whole language approach. (RS)

Use of Sentence Verification Technique (SVT) reading comprehension tests as general and specific predictors of learning performance in college courses was studied in experiments with 119 and 138 students attending Westfield State College (Massachusetts). Results suggest that appropriate SVT tests can predict general performance and performance in…

Delineated characteristics of over- and under-achievers within a sample of 372 randomly selected public school students aged 6 through 17 years from 3 racial-ethnic groups and 2 levels of socioeconomic status. Found discrepant achievement not to be unique to particular race, intelligence, gender, age, family size, or degree of family intactness.…

Addresses the need to include all available data (physical, environmental, language, cognitive, affective, and educational correlates of reading) to evaluate students' reading strengths and weaknesses. Argues that this holistic approach makes the assessment of reading skills efficient and avoids test replication. (RS)

School effectiveness indices based on residuals from regressing test performance onto prior test performance and socioeconomic status were obtained for two consecutive years for 431 elementary schools. The resulting indices were found to be stable, and it was found that grade-within-school effects dominated global school effects. (TJH)

Findings from a longitudinal study of 35 school-aged children indicate that a statistically significant and moderately large correlation exists between preschool concepts about the purpose of literacy activities and subsequent success in reading acquisition. (IAH)

Discusses the advantages and disadvantages of using oral or silent reading rates to evaluate reading ability. Argues that although there are potential problems with measuring reading rates, it can be a useful way of documenting students' progress. (MM)

This paper critiques the methodologies used in studies finding that reading problems in children are not strongly associated with attention deficit disorder (ADD) and that medication used to treat ADD does not improve reading performance. New data are reported, suggesting increased reading difficulty with longer reading passages and improved…

Examined instructional designers' use of learner analysis when designing and developing computer-assisted instructional materials by surveying 14 instructional system designers. Results indicate that learner analysis is only occasionally implemented to determine a learner's reading level. The cover letter and survey are appended. (JMV)

Evaluation of 16 college students with dyslexia found no significant differences between listening comprehension and reading comprehension. Comparison of the 16 dyslexic students with 16 nondyslexic students revealed significant differences on reading achievement and reading time but not on untimed reading comprehension. (JDD)

Discusses a study that interviewed 12 dyslexics, including a Nobel laureate, a member of the United States Academy of Sciences, and other professionals in fields requiring reading. Finds that all of them developed basic fluency three to four years later than peers, but still acquired Stage 5 skills through avid reading about a topic of passionate…

Presents reading assessment ideas that have provided some useful affective insights with middle school students. Presents assessment ideas related to conative factors, an emerging area of research closely related to affect. (RS)

This study investigated effects of providing reading performance data on teacher and parent attitudes toward reintegration. Subjects were 23 general education teachers and 40 parents of 61 students served in special education resource room programs. Results showed significant changes in general education teachers' willingness ratios. Parents'…