This brochure discusses the "Read to Achieve" initiative undertaken by the state of Colorado because Colorado faces a literacy challenge. The brochure first states the problem and then proposes the solution (Read to Achieve). It uses a colorful, easy-to-see graphic design to show how the initiative works. The brochure contends that…

This paper sets out to give some empirical findings on the distributions of over- and under-achievement in reading in order to order to provide a factual base from which conceptual arguments may start. (Author)

Describes the process of designing the i.t.a. for Century Schoolbook, Baskerville, Melior, Helvetica, and Optima typefaces with illustrations of the new alphabets. (MB)

A modified anagram task is employed to explore the development of anticipatory imagery and its relationship to reading achievement, complexity of stimulus material, and practice effects. (Author/AJ)

The relationship between children's social adjustment and their ability to read is discussed. (CK)

Discusses a study to assess the extent of association between measures of adult basic education achievement and selected teacher, student, and program organization variables. Provides descriptive data relative to the reading vocabulary and mathematics computation and achievement. (JOW)

Concludes that H. R. Myklebust's Pupil Rating Scale is significantly and substantially related to reading and mathematics achievement as measured by the Metropolitan Achievement Test and the Short Form Test of Academic Aptitude. (FL)

Explains the origin and use of reading expectancy formulas and examines to what extent different formulas can actually predict reading achievement. (AEA)

A review of research examines the relationship between visual perceptual skills and reading achievement using meta-analysis to integrate statistically the results from 161 studies. It was concluded that visual perceptual skills should be included in the complex of factors predictive of reading achievement. (Author)

Slosson Intelligence Test (SIT) scores, taken at the kindergarten level were correlated with the acquisition of sight vocabulary and later measures of reading achievement (Stanford Achievement Test scores). Correlation coefficients ranged from .61 to .87. (Author/GK)

Thirty-four children (6 to 7 and 10 to 11 years old) diagnosed as brain injured and enrolled in a school for brain injured children and 40 children in regular classes took part in a study of variability and instability in perceptual and reading functions. (Author/SBH)

The self-esteem of 15 eight- to ten-year-old children with dyslexia was compared to a matched control group of normal or above average readers. Relationships were examined among the following six constructs: good at reading, kind, hard working, intelligent, happy, and successful. (PHR)