Outlines the prerequisites for an effective reading program. (RK)

A principal purpose of this paper is to report systematic data in support of an hypothesized association between noise stress and subsequent behavior. Penetration of traffic sounds into the home was considered as it impaired the child's ability to learn verbal skills. (Author/RK)

Studies the difference in language used in children's television shows and in children's books

Evaluation of the Frostig Developmental Test of Visual Perception found that it measured a single general factor of perceptual organization which was weakly related to IQ and unrelated to reading ability. (KW)

Total reaction time for dyslexic children was found to be longer than for normal children, suggesting that a modification of the study task might be useful for the early prediction of reading disability. (GS)

Many reading teachers, particularly those whose speech differs considerably from the children they teach, confuse norms of speaking and reading performance variables. Teacher's attitudes towards children's speech influence their judgment of children's reading. (NH)

Homogeneous grouping does not necessarily provide a setting for greater gains in reading achievement. Teacher-use of informal reading inventories, such as cloze is os suggested for accurate placement of children in reading groups. (NH)

Indicates that middle school teachers do not make accurate subjective judgments of the reading levels of their students and tend to overrate poor readers while underrating good readers. Suggests that the Individual Reading Placement Inventory (IRPI), a newly developed standardized test, gives a more accurate measure of reading level. (MS)

Notes among other things that prospective teachers fall below a satisfactory level in reading, lack sufficient general information, and show disinterest in teaching on a personal inventory. Upgrading in the selection and preparation of teachers is urged. Bibliography. (RW)

This replication of research on the development of strategies for studying texts showed that Papua New Guinean university students made the same discrimination between linguistic units of a prose passage as did the original American sample. Intentional study instructions and provision of extended study time, however, had minimal effect on recall…

The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

The predictive validity of the Minnesota Reading Assessment (MRA) when used to project potential performance of postsecondary vocational-technical education students was examined. Findings confirmed the MRA to be a valid predictor, although the error in prediction varied between the criterion variables. (Author/GK)