The purposes of this study were to determine which of the tests, PPVT, SIT, or Lorge-Thorndike (LT), may be the most useful to the classroom teacher in predicting reading achievement, for use in reading expectancy formulas, and for analyzing I.Q. scores obtained on different tests. (Author/RK)

Surveys Washington D.C. area educators to determine the current issues in reading. (RB)

Lists criticisms and responses to the i.t.a. (MM)

Notes that some progress has been made in teaching the socially disadvantaged to read, defines the socially disadvantaged, lists the causes of reading retardation among disadvantaged children, and suggests actions to overcome present inadequacies. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

A description of Educational Development Laboratory's approach to performance contracts. (JF)

A special program through which a student contracts with a teacher to learn a certain amount is explained. (CK)

Lists and elaborates on 10 points, including the establishment of headquarters outside the United States, expansion of the ERIC/CRIER facility, and publication of IRA journals in languages other than English, which the International Reading Association might consider in an effort to make its scope and influence more international. (MD)

Discusses ERIC documents that deal with the negative influences television viewing exerts on reading achievement. (FL)

The relationship between several home background factors and reading ability was studied in working-class children, aged 7-8, using standardized tests and parent interviews. The home background factor which emerged as most strongly related to reading achievement was whether or not the mother regularly heard the child read. (Author/SJL)

Explores and shatters the myth that students' reading scores were much higher in the first half of this century than they are now. (WD)

Concludes that there is a relationship between auditory closure and reading and that the relationship is educationally significant. (FL)