Argues that the impact of neurological disorganization has been largely overlooked in both the training and in the implementation of educational programs. Discusses the nature and development of intelligence and neurological disintegration. (FL)

Reveals significant correlations between all of the subtests of a standardized reading test and the behavior scores for girls, higher socioeconomic background students, and non-Black students; but not between the subtests and behavior scores for boys, lower socioeconomic background students, or Blacks. (FL)

Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Argues that the perception of cohesion is an important factor in reading development. Suggests that teachers familiar with the devices that make text can help readers keep on track during comprehension. (FL)

Defines logical connectives as terms that link ideas within and between sentences. Describes a project that set out to identify the more commonly occurring terms and to measure secondary school students' difficulties in comprehending them. (FL)

This paper analyzes: (1) the task of learning to read, in the context of cognitive and linguistic tools a child has at his/her disposal; (2) how these tools change with further development and experience; and (3) how teachers can foster this development and growth. Eight research-based recommendations for classroom teaching are given. (PP)

Ninth grade remedial readers at a suburban Chicago high school were given a language development program which included reading while listening to tapes and lessons in syntactic manipulation. Analysis of program effects showed that students improved their ability to understand and manipulate syntactic structures. Reading did not improve markedly.…

Reports on a survey of various groups of secondary school teachers revealing a generally positive attitude toward content area reading courses. Notes that this attitude translates into classroom practice when teachers have taken such a course. (FL)

Examines the role of nontext social knowledge on elementary school children and college students' understanding of protagonist-antagonist stories, noting some developmental changes in the understanding of these stories based on knowledge of persuasion. (FL)

A comparison of the self-selected reading words of a group of preschool children to the words in the first reading books of four widely used basal reading series reveals that the children's self-selected words are more imagery-loaded than the words in the readers. (FL)

Reveals that Puerto Rican students recently arrived in the United States who participated in a bilingual reading program in Spanish and English performed significantly better than did similar students who did not participate in the program. (FL)

Reports on a study that evaluated the effectiveness of Project Follow Through programs on the Northern Cheyenne Indian Reservation. Reveals continued improvement in reading achievement scores at all grade levels studied. (FL)

Describes a minimal training program designed to improve the reading skills of adults in the business world. Concludes that the program had a significant effect of the vocabulary development, comprehension, and reading rates of the participants. (FL)

Reports results of measuring children's comprehension of basal reader stories that had been revised based on notions of the role of prior knowledge in comprehension and the establishment of key story content. (AEA)