Describes an International Reading Association award-winning dissertation comparing two methods of teaching reading at the secondary level. (RB)

Concludes that the reading ability of high school seniors accurately predicts academic performance during the freshman year in college. (RB)

Indicates that standardized reading tests vary widely in terms of the number of skills measured and in terms of the relative emphasis on each skill in studies done at the high school level. (RB)

Describes the results, including research evidence, of a prekindergarten reading program for children from disadvantaged families. (RB)

Concludes that the Reading-Storage Test is a valid indicator of the primary effects of reading when compared to various cloze techniques. (RB)

Compares the "Neale Analysis of Reading Ability" test with the "Standard Reading Test 1" (Daniels and Diack), concluding that there is some evidence for the validity of "Test 1" but that it is more difficult than the Neale Test. (RB)

Demonstrates that the practice of classifying children who have learning disabilities may do more harm than good when the labeling is done by teachers who should concern themselves with instruction and leave diagnosing to doctors. (RB)

A Russian method of teaching beginning reading using auditory discrimination of phonemes training was shown to be superior to two American methods. (JH)

Incentive programs in the form of token economies (the granting of points or counters which can later be exchanged for tangible rewards such as free time, listening to records, or candy) are widely used in schools today. The Pizza Hut restaurant chain promotes a motivation plan called "Book It" with free pizza as the reward for increased…

A study investigated the reading interests of fourth and sixth grade students of above-average reading achievement. Subjects, 44 fourth graders and 39 sixth graders in an urban environment, responded to a reading interest inventory containing 25 categories. The sample was separated into two groups, an experimental group which attained 60 or higher…

A longitudinal study examined the development of decoding skills, reading comprehension skills, and spelling skills across the first three years of primary education in order to examine the relations among the variables in a dynamic causal model of the development of reading and spelling skills. Subjects, 310 first grade children in 12 schools…

This study examined the authorship and discourse types of Canadian basal anthologies to determine whether the lingering centrality of the basal anthology in Canadian programs controls students and teachers by controlling language and reading. Each selection within five Canadian basal series (Gage Expressways II, Ginn Journeys, Holt Impressions,…

A New Zealand pilot study examined Tests of Reading Comprehension (TORCH) scores compared to PAT: Reading Comprehension scores and compared with teacher ratings. TORCH is a reading test package published in 1987 by the Australian Council for Educational Research. It consists of 14 untimed passages intended to assess the extent to which readers in…

This study controlled the gender context of sentence cues containing nouns and pronouns and asked children to draw pictures depicting the situations described in them. Subjects were 220 elementary students from the fourth, fifth, and sixth grades. Each child drew responses to cues for only one form. The experimenter allowed them 4 minutes per cue…

A study was conducted to compare the results of three test formats in relation to assessing the depth of vocabulary knowledge of fourth-grade students. Students (117) were tested on their knowledge of the primary and secondary meanings of 44 multimeaning words using multiple-choice, yes/no, and interview formats. Information on the test-taking…