The papers in this yearbook are, for the most part, research investigations and position papers concerned with theoretical issues. The papers are grouped according to major areas which include: "Investigations of Studying," which looks at student-generated questions, advanced organizers, pre-outline organizers, and practice effects;…

Prepared by the Wisconsin Research and Development Center for Cognitive Growth, the Wisconsin Design for Reading Skill Development (Design) contains several components. The field study evaluation of the Word Attack element in terms of attainment of objectives is reported in this conference paper. All children in grades 1 to 3 of two Wisconsin…

Use of the syllable as a unit for initial acquisition of reading is advocated. It is argued that since English alphabetic writing is based on a mapping between sound-stream and symbol, a decoding approach is necessary at early stages of the acquisition process. However, conventional phonics methods confound two very difficult tasks in initial…

This study explores the hypothesis that the auditory discrimination abilities of disadvantaged Negro children can be improved significantly through an appropriate auditory perception training program. (AG)

A traditional reading program and an individualized reading program were compared in terms of numbers of books read by pupils in a given period, the types of books selected by the pupils, and readability levels of books selected. It was hypothesized that individualized reading pupils would read more, and that pupils in the traditional reading…

In this evaluation of the effectiveness of a developmental, individualized reading program in grades six, eight, nine, and eleven, emphasis was placed on diagnostic and prescriptive procedures within a laboratory setting. Interaction between students and teacher-counselors was on a one-to-one basis. The nine-week program included pretesting,…

A course intended to upgrade essential reading and mathematics skills in students who show poor performance or negative attitudes towards school has been developed at A. Lincoln High School in San Jose, California. Called Project R-3, it seeks to motivate students by emphasizing student readiness, subject relevance, and learning reinforcement…

This handbook is a practical aid intended to help the tutor of adult illiterates assess the student's needs, evaluate his progress, and plan a program which will assist him in reaching the level of functional literacy (i.e., the ability to develop reading skills and vocabulary, using reference books, without outside help). Evaluation and lesson…

In recent years there have been several attempts at integrating the research on reading. Snow, Burns, and Griffin (1998) delineated three areas of knowledge that, if appropriately dealt with, will prevent reading difficulties: knowledge of the alphabetic principle, fluency, and comprehension. Snow, Burns, and Griffin suggest that these areas…

This report investigates how inner-city schools are performing on the academic goals and standards set by the states for children, examining district-by-district achievement data in math and reading through spring 2002. It also measures achievement gaps between cities and states, African American and Whites, and Hispanics and Whites; presents new…

This final report describes activities and achievements of a 3-year federally supported personnel preparation project that prepared preservice teachers for service in low-income/high minority schools by pairing theory with practice in school settings. Faculty of the University of Colorado recruited 41 university students to participate in the…

This study analyzed a public school prekindergarten Montessori bilingual program, investigating second grade reading achievement scores on Spanish and English norm-referenced tests and comparing students who had participated in the Montessori program with those who had participated in a prekindergarten traditional bilingual program. Participants…

This document contains preliminary state-level results for the 2000-2001 North Carolina state testing program. No conclusions about achievement are drawn in this report, although percentages achieving at given Achievement Levels are given for the end-of-grade tests. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered…

Delaware's secretary of education and the president of the State Board of Education asked Achieve to provide an analysis of the quality of Delaware's high school content standards and its course-taking requirements. In assisting Delaware in its commitment to raising the quality of its expectations for high school graduates, Achieve examined the…

Under the No Child Left Behind (NCLB) Act of 2001, the administration of the National Assessment of Educational Progress (NAEP) became mandatory for all states in mathematics and reading for grades four and eight. Under NCLB the stated role and purpose of collecting achievement data from states varies from being a "discussion tool" to a…