The Sullivan Reading Program is designed to teach reading, with the focus on basic skills, to children beginning in kindergarten and continuing through grade 3. It is also used in remedial reading instruction for children and adults of all ages. The two basic series of materials are the Programmed Reading series and the Sullivan Reading Program,…

Three hundred and fifty-three Pittsburgh school children were randomly assigned to nine classes taught by the basal approach and nine classes taught by the integrated experience approach. Five readiness measures were administered at the beginning of the first grade, and the Stanford Achievement Test was given in May of first, second, and third…

The purpose of this study was to investigate whether high school subject matter text which was revised on the basis of secondary school students' oral reading miscues that result in grammatical re-transformations had greater readability than the original text. The subjects, 217 students, were randomly selected and were assigned to stanine levels…

In this article the authors have summarized what appears to be the most important implications coming from the recent research on teaching behaviors in reading. This study indicated that: (1) trained teachers display method prescriptions while untrained teachers do not; (2) teacher personality influences teaching behavior; and (3) because teachers…

Prose passages read aloud or silently were rated for pronounceability and comprehensibility. The relationships of text-derived readability indices to reading rate, comprehensibility ratings and comprehension test scores were explored. Reading rate in syllables per minute was unrelated to readability. The high correlation between rate in words per…

Approximately 150 references to speed reading published during the past 40 years, including 50 new entries, are included in this revised annotated bibliography. The new entries relate mainly to research but also include some references to theoretical discussions. The references are grouped into the categories of tachistoscopic and controlled…

In this investigation of potential sources of individual differences in free-recall learning and retention by children, learning ability is defined in terms of performance on a free-recall test with the upper and lower thirds of the distribution typically being defined as fast and slow learners. Variables concerned with short-term memory,…

Discussed are several studies that have examined the effect of sex differences on learning to read. Various findings have suggested 1) sex differences in anxiety manifest themselves early in children's academic careers; 2) girls tended to perform better on readiness measures; 3) boys scored significantly higher on a criterion test administered…

During the 1971-1972 school year, 808 pupils enrolled in fourth and fifth grade regular classes in 24 schools participated in the Talking Typewriter Program. The design of the program placed two classes at the instructional site every six weeks. After completion of the six-week phase of the program, these classes returned to their home schools and…

The effectiveness of two types of retrieval cues was assessed with second- and sixth-grade children. After a single presentation of a list of words, the children first recalled as many of the words as they could. Following free recall, children in each grade were given either conceptual (category names for words on the input lists) or acoustic…

Since many summer reading programs emphasize mechanical reading skills, it was felt that a less orthodox approach to summer reading instruction would yield more information on their relative effect on achievement. The experimenter avoided the usual emphasis on the development of a sequence of skills by devising a program of individualized, high…

The work described in this report is aimed at understanding the role of cognitive development, especially perceptual development, in the reading process and its acquisition. The papers included describe: (1) a theory of perceptual learning, (2) an investigation of the perception of morphological information, (3) the role of categorical semantic…

All (172) second grade nonreaders in Title I schools received structured tutoring from intermediate age youngsters 15 minutes per day, four days per week for five months in a program to remediate reading skills. Control Subjects were randomly selected, without regard for reading ability, from the total grade 2 population of three non-Title I…

An assessment of reading performance of a representative sample of students aged nine, thirteen, and seventeen years was conducted in Connecticut Public Schools to discover the percentage of students who could perform specific reading skills appropriate to their age and experience. Comparisons were made in the following categories: with national…

A remedial reading program designed for intermediate-grade students who read from 1 to 7 years below grade level was studied. The program provided individualized instruction within classes homogeneously grouped on the basis of reading level only. Six seventh-grade classes were studied, with three acting as homogeneously grouped experimental…