A study investigated the singular and combined effectiveness of phrasing and repeated readings (practice) on the recall of idea units and narrative categories of fifth grade good and poor readers, concluding that practice rather than phrasing proved to have the most facilitating effect on poor readers' recall of idea units but not narrative…

South American educator and author Freire discusses qualities important for the teacher, his vision of education and the growth of young children, and the role of language and reading in that vision. (HTH)

Examines relationships among self-concept, biliteracy, and type of reading and language instruction received by 51 second-grade Athens, Ohio, children in a bilingual setting. Supports position that accepting self-concept as a component in curricular goals and methods, materials, and techniques selection frees students and teachers to pursue…

Reports on a study of the curriculum in six paired elementary schools in Los Angeles. Concludes that, if a school has low scores on inferential, interpretive reading, the cure is probably not to give students more of the basics but to develop their vocabularies and general knowledge by providing broad instruction in the content areas. (FL)

Five reader and nonreader male students (ages 6 to 10) were tested using the procedures developed by J. Downing and P. Oliver to investigate the development of the concept of the word. Results indicate significant effects for reading levels, age, stimuli, and a significant interaction between reading level and stimulus class. (Author/PN)

This study examined the relationship of career maturity to both reading achievement and the socioeconomic status of sixth-grade Black males. It is concluded that socialization or vocationalization processes rather than reading achievement account for differences in vocational maturity. Implications for counseling are discussed. (NG)

Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)

This study represents the first phase of an ongoing research program aimed identifying the dimensions of reading attitude and determining how these dimensions relate to a broader range of variables such as reading achievement, scholastic aptitude, classroom behavior, and cognitive styles. (Author)

Education is the building block of every student's future. To ensure all students have every opportunity to succeed, Indiana adopted world-class academic standards in English/language arts, mathematics, science, and social studies and an assessment system to measure student progress. These standards clearly outline what students should know and be…

This report summarizes the 2003-2004 state assessment information that was submitted to the U.S. Department of Education by states in their Annual Performance Reports. States and other educational entities receiving Part B funding under the Individuals with Disabilities Education Act (IDEA) submitted their Annual Performance Reports to the U.S.…

The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some…

This report presents results of the NAEP 2003 fourth- and eighth-grade reading assessments for the nation, for regions of the country, for participating states and other jurisdictions, and for participating urban districts. Assessment results are described in terms of students' average reading score on a 0-500 scale and in terms of the percentage…

This paper examines how controlling statistically for baseline covariates (especially pretests) improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Part I of the paper introduces the concepts, issues, and options involved. Parts II and III present empirical findings…

This report addresses the relationship between state content standards and assessments and the essential components of effective reading instruction. The extent to which the essential components are addressed in the standards and assessments indicates the extent to which states have integrated the essential components into their reading…