THIS INVESTIGATION STUDIED THE RELATIONSHIP BETWEEN READING ACHIEVEMENT AND MORAL REALISM IN 7- TO 12-YEAR-OLD BOYS. INTRAGROUP TRENDS AND INTERGROUP DIFFERENCES IN MORAL REALISM AMONG RETARDED AND SUCCESSFUL READERS WERE COMPARED AND EVALUATED. A HORIZONTAL ANALYSIS AND A VERTICAL ANALYSIS WERE PERFORMED IN ORDER TO DETERMINE THE PRESENCE OF A…

Teacher editions of four basal reading series used in the first, fourth, and sixth grades were analyzed to determine the extent of inclusion and explanation of the levels of questioning. Questions from the first two, middle two, and last two stories in each of the teacher editions were analyzed. All teacher editions examined recognized the…

This study attempted to validate both the Fry-Kernel Distance Theory and the De Pierro findings, in determining the suitability of text material for the students to be instructed. First-year community college students were presented with sentences arranged in pairs, each representing two of four prescribed types. Subjects were to select the harder…

Three areas of psychological research seem to hold implications for reading instruction. First, findings about the long-term effects of intrinsic and extrinsic motivation may be considered a challenge to popular technologies of instruction. Authors of highly structured systems, for example, tend to rely upon reinforcement to strengthen a child's…

The history of basic research in the area of memory development is briefly reviewed as part of an attempt to illustrate how basic research can inform educational practice. The historical overview is supplemented by more detailed consideration of a few prototypical research studies. This is followed by a description of the progress, problems, and…

Thirty-one third-grade students participated in an investigation of the possibility of training or improving intrasentence organizational skills in the context of a sentence anagram task. Sentence-anagram organizational training was conducted on an individual basis with the 16 students in the experimental group. A sentence-anagram posttest was…

In two experiments, visual and auditory memory were tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single-mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to…

The effect of variations in the organization of information and in contextual features upon comprehension of prose was tested using four tasks. Organization was varied to contrast hierarchical information structures and list information structures, and to test the effect of linking the structural components of the passage into a conceptual…

In this study, 30 male college students from two weightlifting classes and 30 female college students enrolled in an educational psychology course designed specifically for music education majors were asked to read two ambiguous passages, each of which could be interpreted in two different ways. The first passage could be perceived as describing…

The effect of supplementary questions on learning from textual materials was investigated in a sample of 94 college juniors. Each subject was given a 1,500-word passage describing the concept of measurement. One treatment group was asked to identify characteristics of the concept; another was asked to identify examples from the text; a third…

Verbal recall of bisensory memory tasks was compared among 48 9- to 12-year old boys in three groups: normal readers, primary deficit readers, and secondary deficit readers. Auditory and visual stimulus pairs composed of digits, which incorporated variations of intersensory and intrasensory conditions were administered to Ss through a Bell and…

After listing criticisms of previous rankings of doctoral programs in reading, a new ranking is suggested, based on results of the International Reading Association's Outstanding Dissertation Award. This ranking shows little correlation with previous studies using other methods. The University of Alberta has produced the largest number of award…

The relationship between within-class reading grouping and self-concept was investigated in a sample of 257 third-grade children in 12 classes that employed within-class grouping. Pupils were tested at the beginning and end of the school year, using the Piers-Harris Test, a semantic differential, and an inventory containing four items about…

A literature search was undertaken to determine the degree of support for the 26 criteria for successful reading programs developed by the Alabama Right-to-Read program. The report includes a brief history of the development of the criteria, a description of the search process, samples of supported criteria, and a discussion of findings. The…

Six separate experiments were undertaken to test the hypothesis that poor readers in first, second, and third grade would have more difficulty with simple perceptual discriminations than would good readers in the same grades. Various tasks were used in the experiments, including discrimination of line orientations, checking letters in three-letter…