Reports a study designed to measure the usefulness of directed reading in which questions to be answered are presented to the children before the reading selections. Value of directed reading is questioned. (DR)

Analyzes the social and cognitive rigidity of teachers in grades 3 through 6 compared to the reading achievement of 159 of their students, and reports a significant correlation between low teacher cognitive rigidity and high student reading achievement gains but no significant relationship between social rigidity or combined social and cognitive…

Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

When eight-year-old children were given a test of verbal-imagery learning style and a test of reading ability, it was found that both their reading accuracy and comprehension were significantly related to their learning styles. (FL)

Finds that the Durrell Analysis of Reading Difficulty is difficult to administer and interpret, takes considerable time to give, and is not comprehensive. (FL)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Discusses two frequently recommended tests for the evaluation of visual perception in relation to reading ability: the Frostig Development Test of Visual Perception and the Bender Visual Motor Gestalt Test. Questions the content validity of the former and suggests that the latter is a reasonable predictor of reading achievement. (FL)

The article introduces an ongoing process of evaluating the reading and writing of gifted students. The assessment tool presented enables the teacher to determine the specific functional level for each aspect of literacy of the gifted child. A model of goal setting and educational planning for all advanced readers is offered. (DLS)

Explores the implications of attitudes toward reading of both good and poor readers in relation to their performance scores. (DD)

Two competing longitudinal models, the latent growth curve model and the Simplex model, are used to represent the Matthew effect hypothesis (K. Stanovich, 1986) that the gap between good and poor readers increases with time. Theoretical and empirical arguments support the Simplex model, although it is argued that it should be refined and…

Examines the reading and mathematics growth of 180 children over four points, spanning 2nd and 3rd grades. Results reveal that the mathematics difficulty-only (MD) group grew at a faster rate in mathematics than did the mathematics difficulty-reading difficulty (MD-RD) group. In reading, the reading difficulty-only and MD-RD groups grew at about…

Discusses seven myths about literacy in the United States, demonstrating that the best evidence indicates that no crisis exists on average in reading. These prevalent myths, which focus on claims of poor reading achievement, actually distract from things that should be of real concern. (SLD)