Describes the development of an instrument that identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. (HOD)

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Discusses the gap that exists between teachers' and administrators' perceptions of reading instruction; advocates cooperative goals with respect to the reading process and the measurement of student achievement. (MAI)

A survey of more than 2,000 secondary schools has found that basic skills in reading and math are just as good in unstreamed schools as in those using ability grouping and that exam entries in mixed-ability schools are often higher. (Author)

In a replication of two studies, the author found that sixth and eighth graders performed comparably to their counterparts of 60 years ago on reading comprehension and vocabulary tests. (MKM)

One hundred and eighteen first graders with reading difficulties were given tutoring as a step toward distinguishing difficulties caused by basic cognitive deficits from those caused by experiential deficits. Results are consistent with research suggesting that reading problems for some poor readers may be caused primarily by phonological…

Finds that the Reading-for-Meaning Scale (first standardized in 1979) shows no drop in reading standards among 7- to 12-year-olds, but shows a widening performance gap between middle-class and low-income schools. Attributes this gap to segregation of schools based on socioeconomic status. Suggests that primary teachers do as good a job as they did…

Uses Boston's (Massachusetts) Controlled Choice plan to explain how multiracial, attractive city schools of achievement are possible when sufficient attention is given to both instrumental and affective goals in education. Characteristics of the learning environment, and the overall impact on reading scores are explored along with the effects race…

A study examined the relationship between phonemic awareness and reading ability in 29 elementary children enrolled in a residential school for students with deafness. Reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any variance in reading ability. (Contains…

This study found that three measures of working memory capacity (processing and storage capacity, reading and listening span, and visual shape span) were good predictors of reading achievement in 30 orally educated children (ages 5 to 14) with hearing impairments as well as in an age-matched hearing control group. Degree of hearing loss did not…

Investigated Finnish parents' explanations of their young children's reading and mathematics achievement, noting whether child gender influenced parent assessment. Parent surveys indicated that parents of boys assessed their children's mathematical competence to be higher than did parents of girls. The opposite was true for reading. For boys, the…

Used regression analyses to identify variables predicting the six most frequently cited problems that concerned African American parents and guardians of children enrolled in urban schools. Data from parent/guardian surveys highlighted six problems: school district racial climate; math problems; suspension; writing problems; reading comprehension…

This study compared use of portfolios as part of reading and spelling instruction in two Netherlands schools. Subjects were 92 6- to 7-year-olds including 14 poor readers. Quantitative evaluation indicated use of portfolios did not improve reading and spelling or self-esteem. Qualitative findings indicated that reading performance and self-esteem…

A study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement of 279 third-graders. Poor readers were proportionally slower than good readers across response time measures and on the rapid object-naming task. Processing speed, IQ, and phonological awareness explained variance in reading…

Presents two meta-analyses of empirical literature focusing on the relationship between music instruction and reading performance, using reading test scores or general tests of verbal aptitude. States that the meta-analysis of correlational studies reflected music students have higher scores on standardized reading tests; while experimental…