Focuses on reading in the school domain and concludes that achievement in reading results from a combination of maturation, exposure, and instruction. Assesses the limits an successes of the instruction of reading in the U.S. and makes cross-national comparisons. (RDN)

Examines the extent to which elementary school principals perceive themselves as performing specific reading supervision or administration behaviors connected with teachers, students, policy, or the community. (FL)

Reports the development of a 227-word, primary-level list that was drawn from words appearing in more than 400 books for beginning readers. (FL)

Classroom teachers identified all the decisions they made in order to teach reading effectively and then ranked the three they considered most critical to student reading achievement. Results showed that placement decisions were viewed by teachers as primary, followed by decisions relating to student needs and those concerning program improvement.…

The Figural, Symbolic, and Semantic dimensions or the Structure of Intellect Learning Abilities (SOI-LA) tests have been employed as prescriptive tools for matching students to appropriate methods of reading instruction. A multiple-group factor analysis revealed strong evidence of their construct validity in a normative sample of 364 second…

Concludes that both chunking and shorter line lengths have positive effects on reading efficiency but that high line length variability has a stronger negative effect. Suggests that, because chunking increases line length variability, it can interfere with reading. (FL)

Describes the process by which an individualized instruction reading test program was developed. (CRH)

A literature review found that researchers of computers in reading have addressed most consistently these concerns: motivation, diagnosis and individualization, student achievement, and computer managed instruction. (CRH)

Shares some of the improvements made on four study/learning procedures. (HOD)

Presents a reading strategy that helps math students choose the correct operation to solve a story problem by identifying verbal evidence. (AEA)

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

Reports on a study that investigated the nature of the relationship between reading ability and performance on intelligence tests. Reveals a number of findings. (FL)

Concludes that in virtually all tests involving phonemic processing, poor readers performed significantly worse than did chronological age controls. (FL)

Summarizes research concerning how teachers' judgments, instructional planning, and interactive decision making affect their classroom actions, particularly in reading instruction. Discusses implications for reading teachers. (FL)

Suggests general changes in the standard reading and writing curricula and examines the language of writing instruction, in college level individual writing conferences, to take a closer look at issues involved in implementing the curricula for higher and lower achieving students. (FL)