A free response cloze test was administered to 31 third graders to test the hypothesis that qualitative as well as quantitative differences in syntactic abilities or skills exist between good and poor readers. The subjects were divided into two reading level groups (good readers and poor readers) according to their scores on the SRA Assessment…

During the school year 1971-72, a study of language skills was conducted in the city of Toronto, Ontario. Scores on the Gates-MacGinitie Reading Test were analyzed for many students in grades four, six, eight, and nine. Students scored at grade level with reference to the United States norms of this test. The vocabulary and reading subsections of…

This doctoral dissertation examines students' perceptions of their teachers' feelings toward them and possible relationships that exist between perceptions and reading achievement. In addition, the study sought to determine if differences in positive feelings exist among Caucasian, Negro, and Indian students; between Title I and non-Title I…

Identification of ingredients of successful urban reading programs in order to effect an increase in reading achievement in urban schools is the purpose of this paper. An historical-sociological framework is established. Pertinent literature which seeks to explain the causes of reading failure in urban schools is reviewed. Among the topics…

The Reading Achievement Center, at the Murchison School in the Mexican-American community of East Los Angeles, offers an individualized reading program for grades 3-6; the program was begun in the fall of 1972 and includes inservice teacher training, experimentation with new systems, and a commitment to help children develop a positive…

The purposes of this study were to develop criteria for effective reading programs and objectives, to determine the correlation between the quality of the objectives written and the quality of the reading program characteristics of Title I funded reading projects in West Virginia for 1966-75, to determine the correlation between the quality of the…

The effects of homogeneous ability grouping versus heterogeneous grouping on the reading achievement of 18 slow learners at the first grade level are studied here. Two matched groups, each containing 9 pupils classified as slow learners from reading achievement based on Metropolitan Reading Test scores, are placed in homogeneous and heterogeneous…

A report is given on two years' experience in using the Anchor Test Study (ATS) norms, developed by the Educational Testing Service under contract to the U.S. Office of Education as part of the Washington State Assessment program. In the first year, the desire to develop a state reading achievement profile through the application of the ATS norm…

The purpose of this study was to determine the effectiveness of the Multi-Ethnic Information Feedback System (MIFS) on the reading and arithmetic achievement of fifth grade pupils. Consisting of an objective referenced test-item and a computer feedback system MIFS enabled teachers to continually measure student performance and evaluate the…

A reading conference in the Chicago area provided a setting in which to systematically explore the views of 24 professionals regarding a number of statements about Informal Reading Inventories (IRIs). The results obtained from a 24-item questionnaire indicated that professionals perceive IRIs as instruments which generate more questions than…

This evaluation of Right to Read programs was undertaken to provide analytic comparison of pre- and posttest results in reading achievement and attitudinal change for a population of approximately 2200 elementary-level students in the following three Oakland, California, schools: Crocker Highlands, Prescott, and Webster. For each individual…

This paper reports on an intensive, highly-structured, one-to-one tutoring system used as a model program. The "Tutor-Student System in Beginning Reading," the basic instructional material for the model program, was developed to train tutors to say and do what the reading specialist normally says and does when teaching reading in a…

This study compares the oral reading performance of Black English (BE) speaking children, bilingual Mexican American (MA) children, and Standard English (SE) speaking children who were average third grade readers. Reading performance was evaluated by a system-oriented analysis of reading errors, of recall, and of reading speed. For the reading…

The purpose of this study was to identify those factors which predict success in reading in the seventh year of school for children from a low socioeconomic level. Tests measuring reading readiness factors in kindergarten and reading achievement at the end of first grade were used as predictor variables, while a test of reading achievement at the…

Standardized achievement tests may not be an accurate diagnostic tool for measuring individual pupil achievement in reading. Criterion-referenced tests, designed to measure specific goal mastery, can provide valuable information that standardized forms cannot. In addition, criterion-referenced tests give teachers the diagnostic tools needed to…