The purposes of this study were (1) to design four resource modules--Diagnostic Evaluation of Reading Progress; Developing Comprehension: Analysis of Meaning; Developing Comprehension: Synthesis and Generalization; Developing Comprehension: Information Acquisition--and (2) to determine whether an instructional module developed from one of these…

Data for this study were gathered as part of a national survey of reading activities of adults. The study was conducted by the Response Analysis Corporation of Princeton, N.J. A national probability sample of 5,067 adults, age 16 or older, were interviewed in their homes and asked about all the printed matter they had read or looked at the…

The focus of the study is upon the process of translating research into educational practice at the instructional level in the D.C. Public School System. The project will meld central research capabilities and resources of the system with the needs of key field personnel-teachers, principals, librarians, reading specialists-in 16 target elementary…

This review summarizes longitudinal research (as it relates to concerns of learner specialists) reported in "Research in Education,""Reading Research Quarterly," and "Dissertation Abstracts International" during 1960-72. Emphases discovered were: beginning and remedial reading; programs and school organization; admission to, retention in, and…

A status report on the use of the Initial Teaching Alphabet (i.t.a.) is presented by the i.t.a. Foundation, an independent, non-profit organization which conducts and supports i.t.a. programs and research. In reviewing the 70 studies which compare i.t.a. programs to traditional orthography (T.O.) programs, it has been found that two-thirds of the…

TEN EXPERIMENTS ON THE DEVELOPMENT AND TESTING OF THE PROGRAMED TUTORING TECHNIQUE AND ITS APPLICATION TO THE TEACHING OF BEGINNING READING ARE SUMMARIZED. THE BEHAVIOR OF PROFESSIONALLY UNTRAINED PERSONS IN THIS TECHNIQUE WAS PROGRAMED IN AGREEMENT WITH PRINCIPLES OF LEARNING AND PROGRAMED INSTRUCTION FOR INDIVIDUAL TEACHING. FOUR HUNDRED…

This study examined oral-reading characteristics associated with language development in second-grade children, working on the suppositions that oral syntactic proficiency influences a child's use of syntax while reading and that this influence can be seen in oral reading, particularly in the contextual appropriateness of errors. It was also…

The extent and direction of curriculum bias in standardized reading achievement tests were examined. Bias was estimated by comparing the relative overlap in the contents of five separate reading achievement tests with the contents of seven commercial reading series at first-grade and second-grade levels. Overlap between each achievement test and…

This paper describes an Elementary Secondary Education Act Title IV program designed to improve the reading achievement levels of kindergarten through second-grade pupils in Wakulla County, Florida. The Multisensory Approach to Reading and Reading Readiness Curriculum (Project MARC) combined structured teaching techniques and materials with…

The Conference on Reading and Readability Research in the Armed Services brought together reading, technical writing, and readability experts from civilian research and development (R & D) centers with R & D specialists from the armed services for discussion of reading and text-design problems in the military. This report of the proceedings…

In order to determine whether bilingual (Spanish/English) readers of English are less efficient in using language cues than are monolinguals (English), the Reading Miscue Inventory (RMI) was used to analyze the reading performances of 60 subjects--ten bilinguals and ten monolinguals each in fourth, fifth, and sixth grades. Subjects read orally at…

Indicates that low-reading ability students of teachers trained how to make decisions about when and how to explain the mental processing associated with using reading skills as strategies were more aware of lesson content and of the need to be strategic when reading and scored better on several measures of reading achievement than did students of…

Describes the reading development of a child of average mental ability but with visual memory, auditory memory, and auditory discrimination problems. Concludes that instruction should be tailored to the child's level of development in order to maintain the child's positive attitudes and to progress in reading and writing achievement. (SRT)

Evaluates the Portage Guide to Early Education, making recommendations for its future development. Reviews outcome studies that provide evidence of developmental acceleration for mildly delayed children. Argues that a wider range of dependent variables must be considered to accurately assess Portage's impact on both child and family. (JD)

Compares Danish reading instruction methods to U.S. methods within a cultural context and suggests that U.S. children might benefit from the more relaxed attitude of the Danish approach. (JC)