Participation in any one of four types of composition courses or two types of reading methods courses failed to increase college students' reading comprehension or vocabulary development or to change their attitudes toward reading or writing. (MKM)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

The scores of 60 first graders on the Concepts about Print Test (Sand) indicated that above-average readers were superior to below-average readers in print-direction concepts, letter-word concepts, and advanced concepts about print. (Author/MKM)

Findings of a study of children's reading errors indicate that proficient readers concentrate on sense and grammatical flow rather than on graphic and phonemic aspects of print. The findings suggest that low ability readers should be helped to fixate less on the physical aspects of print and more on meaning and grammatical flow. (AEA)

Discusses background information about the deaf that may be useful to reading teachers working with older deaf students; suggests additional sources of information on sign language and reading instruction for the deaf. (MKM)

The effects of a Teacher Corps training program on the classroom skills of graduates, and the relationship of classroom process variables to pupil growth in reading and self-concept are examined. (JMF)

Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory. The principal implication of the results is that good and poor readers may not differ with respect to visual memory but in their ability to employ a verbal labeling strategy. (Author/KC)

The visual behavior under both static and dynamic viewing conditions was examined in a group of 13-year-old successful readers, compared with a group of the same age retarded in reading. Research supports the notion that problems of dynamic binocular vision and control while reading are important. (Author/KC)

The influence of selected teacher centers components on student academic achievement is examined. Differences in teacher self-ratings on effectiveness, teaching style, and use of teacher education resource materials are also examined across treatment groups. (JMF)

The cognitive patterns of 58 "retarded" and 38 below-average readers were compared with controls, according to Luria's simultaneous and successive modes of information processing. Factor Analysis showed different cognitive patterns for disabled and nondisabled readers. Reading skills, rather than cognitive ability, were shown to be…

Teachers' verbal behaviors following oral-reading errors of primary-grade children were contrasted for high- and low-ability readers. Teachers were more likely to interrupt poor readers who erred than good readers. The types of interruptions also differed as a function of reading ability level. (Author/GDC)

Data from seven large urban areas are examined to determine the relationship between neighborhoods with a high incidence of poverty and social disorganization and low reading achievement. (ST)

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Thirteen New York City third graders and 72 sixth graders completed a state reading test and the Learning Style Inventory (LSI) by Dunn, Dunn, and Price. Eleven LSI variables accounted for significant differences between high and low achievers in reading. Variables include preferred learning environment, learning modalities, and personality…

Presents preliminary data from a study of the effects of supplementary instruction given by teachers and by paraprofessionals on the reading and mathematics achievement of inner-city remedial students. Concludes that no differences in achievement were attributable to type of instructor. (FL)