Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance…

This paper underscores the effect of text cohesion on EFL reading comprehension. 160 EFL (n = 80) and non-EFL (n = 80) university students took two versions of a cloze test based on a passage of 750 words length one developed with every nth word deletion and the other with cohesive word deletion. The results of analyses of variance indicated that…

The ability to recognize letter patterns within words as a single unit is important for fluent reading. This skill is based on previously established memory representations of common letter patterns. The ability to form these memory representations may be impaired in some poor readers, particularly readers with naming speed deficits (NSD). This…

The ability to derive the meanings of words from supportive story contexts was studied in 45 7- to 8-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback…

Purpose: This study examined reading performance and morphological awareness development in 2 groups of children with speech impairment who had received differing types of intervention during their preschool years. Method: The children were aged between 7;6 and 9;5 (years;months) at the time of the study. Group 1 (n = 8) had received preschool…

Students with learning disabilities face real reading challenges. Research into the reading performance of culturally diverse students indicates improved reading performance for culturally diverse students when text matches students' cultural perspective. This quasiexperimental research investigates whether Caucasian and African American students…

The universality of reading comprehension strategies across languages is a view generally accepted. What has not been clearly established, however, is the degree to which specific comprehension strategies are used by skilled L1 and L2 readers in the early grades. To investigate this issue, similarities and differences in the reading strategies of…

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

Standardized reading achievement tests are at best a reflection of the prevailing approaches and attitudes toward reading and the teaching of reading. Reading, however, is a very personal skill; people read best what they want to read. (Author)

This list of tests was compiled as a reference for those persons responsible for the planning of testing programs or evaluation. Although it is not intended to be all-inclusive, 12 reading readiness, 15 reading achievement, 9 diagnostic, and 10 achievement batteries are described. Two programs of supplementary materials are mentioned. Information…

A review course (RTC) for the Georgia Board of Regents' Reading Test (GRT) is provided in most institutions in Georgia's university system to help students who have not passed the GRT before they have earned 50 cumulative semester hours. A study was conducted to determine how RTC students' levels of test anxiety, as measured by the Test Anxiety…

When comparing two tests that measure the same trait, separate comparisons should be made at different levels of the trait. A simple, practical, approximate formula is given for doing this. The adequacy of the approximation is illustrated using data comparing seven nationally known sixth-grade reading tests. (Author/RC)

William S. Gray, first president of the International Reading Association, is the focus of this booklet. Sections are devoted to "The Person," which includes Gray's family background, early schooling and teaching jobs, and his further education at Illinois State University, the University of Chicago, and Teachers College (Columbia…