A connectionist feedforward network implementing a mapping from orthography to phonology is described. This model develops a view of the reading system that accounts for irregular word and pseudoword reading without relying on any system of implicit or explicit conversion rules. The model accounts for skilled reading performance and the patterns…

A study explored the influences of preschool learning environments of normal ability, primary-age children (n=163) on their reading achievement. Critical factors included reading aloud to children; developmentally appropriate books; modeling by parents; selective television viewing; early literacy experiences; and homes that are psychologically…

Examines the reading standards of eight cohorts (years 1989 to 1996) of Year 6 children from five randomly selected primary schools within one Local Education Authority in England. Finds little movement in the mean scores of the eight cohorts over time and, in fact, there has been a slight but significant decline in mean scores. (RS)

Test scores of 106 employees on the Test of Adult Basic Education showed combined reading level in comprehension and vocabulary to be above 12th grade. Educational background was correlated with reading ability. Management perceptions of employee reading deficiencies were contradicted by these results. (SK)

Investigates which phonological awareness tasks are more or less difficult in Spanish; whether phonological awareness is a good predictor of reading achievement in Spanish; and whether training in Spanish phonological awareness increases Spanish reading achievement. Offers examples of phonological awareness activities for Spanish early literacy…

Discusses regression toward the mean and the confusion this can cause in the interpretation of educational data. The regression effect has two causes, imperfect measurement of the variables and imperfect correlation between the variables. Uses the example of reading achievement test scores in a Hawaiian private school to illustrate the discussion.…

Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions…

To reach the national goal that all children in the United States will read at an appropriate level by the end of third grade, the Center for the Improvement of Early Reading Achievement (CIERA) has studied the reading growth of children in preschool and primary classes, both in and out of school. Our framework suggests that children need to…

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading…

Standards are often set by what teachers think students should know on the curriculum assigned to each of the grades. However, there are more unintended consequences of setting grade-level standards. Some students enter a grade already exceeding the grade-level standards; others enter a grade without having reached the standards of previous…

This article describes how despite the fact that a number of reading programs have satisfied the requirement under the federal reading law for embodying a strong research base, there appeared a limited outside evidence that any of them has produced a conclusive and consistent effect on overall reading achievement. The publishers of each of the…

While the basic tenets of the RtI model are well-established in the literature, few studies have been conducted to describe its implementation in rural schools. We conducted a qualitative study in three rural schools that had been designated as pilot sites by our state department of education. A cross-case analysis of the data collected through…

This paper profiles Missouri's test score trends through 2008-09. In 2006, the mean scale score on the state 4th grade reading test was 661 for non-Title I students and 642 for Title I students. In 2009, the mean scale score in 4th grade reading was 661 for non-Title I students and 648 for Title I students. Between 2006 and 2009, there was no…

This paper profiles Washington's test score trends through 2008-09. Three years of comparable mean scale score data were not available from the state. In 2004, 77% of non-Title I 4th graders and 60% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 75% of non-Title I 4th graders and 61% of Title I 4th…

This paper profiles Massachusetts's test score trends through 2008-09. In 2006, 59% of non-Title I 4th graders and 29% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 64% of non-Title I 4th graders and 31% of Title I 4th graders scored at the proficient level in reading. Between 2006 and 2009, the…