Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

Presents two ideas for testing a class in the ability to read the textbook. (RB)

Demonstrates some of the important factors that should be considered in research into the teaching techniques used with schizophrenic twins. (RB)

Concluded that the reading-storage technique deserves consideration as an objective measure of the primary effect of reading. (RB)

Concludes that letter-sound learning, word recognition, and reading ability do not appear to be affected by letter-name instruction. (RB)

Concludes that it is possible to determine the strategies that beginning readers use for translating print into speech, and translation strategies are influenced significantly by the class instruction. (RB)

Compares four reading formulas to determine how well each of them predicts success among a population of 733 fourth and fifth grade students. (RB)

Describes three tests with college-aged students to investigate whether females and males read phonetically or visually and if the difference is sex-related. (GS)

This study indicated that the Revised Illinois Test of Psycholinguistic Abilities is not able to predict level of success in learning to read. (ED)

Reviews documents in the ERIC system designed to aid secondary teachers in measuring the reading comprehension skills of high school students. (RB)

Suggests that learning to skim reading materials is an important study skill. (RB)

In this study of how children select content to use in producing stories, the information children knew about three problem-solving situations was compared to the information they included in their stories about these situations. Twenty children at each of three age levels (6, 9, and 12 years) were interviewed individually. Within each age group,…

BASED ON THE BELIEF THAT CHILDREN MATURE AT DIFFERENT RATES OF SPEED AND SHOULD HAVE SCHOOLS GEARED TO THEIR INDIVIDUAL NEEDS AND DIFFERENCES, THE MILWAUKIE, OREGON, ELEMENTARY SCHOOLS INSTITUTED A NONGRADED PRIMARY SYSTEM. IN THE NONGRADED PROGRAM, THE PRIMARY IS DIVIDED INTO NINE LEVELS RATHER THAN THREE GRADES. THE WORK OF THE FIRST THROUGH…