This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)

Argues that a broad dimension of useful experiments would be suggested if the field supplemented its current research strategy with a second strategy focused more explicitly on the extension of generality. (HOD)

Seven passages of a published reading comprehension test were administered to college students to compare the regular multiple choice test scores with scores on two forms of a cloze test and with readability formula values. (HOD)

Reports a study designed to determine whether there was a difference in the reading achievement of Mexican-American elementary school migrant children with differing levels of self-concept. (FL)

Tests the hypothesis that readers who differ in comprehension ability and are similar in their ability to decode single words differ in their ability to read words in sentence context. (FL)

Describes a study that assessed how correction behavior in the oral reading of 48 elementary school students related to comprehension, as measured by cloze performance. Indicates that new measures of reading comprehension are needed, as correction behavior acts as an indicator of comprehension. (TJ)

The relationship between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of inner-city children. Finds that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. (Author)

Rejects the belief that teaching music reading affects the teaching of language reading. Article is a further extension of the research provided by Ruth Zinar on the connection between the two (EJ 147 534). (Editor/RK)

Describes a study which found that black literature read by eleventh graders for five weeks did not change negative racial attitudes. (DD)

This study showed that measurable deficits in visual perception were not interfering with normal reading achievement among these second graders, yet there was no sign of compensatory development of auditory skills. (HOD)

This study examined bilingual children's performance in reading Persian and English at grades one, three, and six. Indications are that the bilingual children performed not quite as well as their monolingual counterparts in either of the languages despite the high degree of variation among the subjects. (Author/POP)

The accuracy rate of 125 second-year and third-year infants randomly selected from five infants departments was assessed by means of counting errors made in reading from a current reading book. (Author)

Data from the National Assessment of Educational Progress suggest that at the nine-year-old level certain groups, especially blacks, have shown a significant improvement in their reading scores. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

Examines variables affecting reader understanding of business writing. Notes that 57 business students and 82 non-business students read either a coherent or a non-coherent version of the same text and then took a test measuring their comprehension. Finds that background knowledge (schema theory) affected a reader's ability to understand business…