This study investigated the relationship between the number of days spent in an elementary classroom and the reading achievement scores of pupils. Pupils attending a four-quarter, public elementary school for 200 days a year, kindergarten through sixth grade, were compared in reading with pupils attending school for 175 days per year; scores for a…

Sixteen elementary school children were administered an auditory and visual vigilance task and their performance related to their off-task behavior in the classroom. In addition, the relationship of vigilance performance to teacher ratings of the children's behavior and to reading achievement scores was also assessed. (JB)

Various aspects of reading achievement and non-promotion policies as they affect Mexican Americans are investigated. (Author/JP)

An education assessment study revealed inexplicably large drops in reading scores for nine- and 17-year-olds. According to the report, teachers are less likely to emphasize comprehension and critical thinking with poor readers and more likely to focus on decoding strategies. (MLF)

Cross-lagged panel analysis was used to explore possible causal relationships between attitude and achievement in mathematics and reading. Measures from 1,758 students from grades two through six were analyzed. Findings are presented and conclusions are drawn. (Author/MT)

Reports two studies which found a relationship between awareness of word order in sentences and reading readiness and achievement for children in kindergarten through third grade. Suggests this type of metalinguistic awareness may be important to early reading because it helps children to detect meaningful relationships between words. (Author/CB)

The California Achievement Test and Degrees of Reading Power tests were administered to students to determine the relationship between the instruments as measures of reading. It was concluded that either test may be used to make valid predictions to the other by use of locally constructed conversion tables. (Author/DWH)

Findings revealed that 63 learning disabled students scored significantly lower than 30 regular education students (both groups 6-15 years old) on all reading measures. Existing differences in the reading ability level between the two groups did not solely account for the obtained difference in reading achievement. (Author/CL)

A teacher shares how a mainstreamed reading group can be a medium through which children are enabled not only to make reading gains but to better accept individual differences in themselves and in others. Examples are offered from her third grade class. (DG)

Asserts that the inference that a "hump" in the statistical distribution of reading achievement data represents retardation is unwarranted. Contends that the use of any particular cutoff point to identify severe underachievement in reading is arbitrary, and thus that the issue of reading retardation prevalence is inseparable from its definition.…

Reviews the literature in an attempt to show the effects of inattention upon reading achievement. (RB)

The Nation's Report Card[TM], the National Assessment of Educational Progress (NAEP), is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. NAEP is a sample-based survey assessment that provides periodic reports on student academic performance at the national and state levels.…

Many different ingredients are inherent in a quality program of reading instruction. These include word attack skills training and improving comprehension. One important facet of comprehension pertains to elements in the literary selection read by students. These elements include characterization, the story's setting, the theme of the story, and…

More than 1,000 students received additional reading help in elementary schools of the Fairbanks North Star Borough, Alaska, during the 1998-1999 school year as part of the Elementary Reading Improvement Initiative (ERII). Additional resources were allocated to support reading and school development and to implement reading programs based on their…

In response to the first of the National Education Goals (1991), which reads, "all children in America will start school ready to learn," this paper addresses four interpretations of the term "readiness" and the methods that have been devised to assess children's learning at the outset of formal schooling. The idealist or nativist view claims that…