A study on the readability of publications of the Florida Cooperative Extension Service shows that most are written at the 12th-grade level, though the average Floridian reads at the sixth-grade level. The materials present a barrier to comprehension by limited-resource audiences in Florida. (JOW)

Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Reviews research on the effects of peer-tutoring on the tutor and asks at what point peer-tutoring changes from an effective learning technique to the exploitation of the tutors. (MKM)

The purpose of this study was to measure the relationship between the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) IQs and subtest scaled scores of preschool children and their reading achievement in grade one. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested. (Author)

An analysis of the written compositions of a national sample of 520 British school children was carried out using two measures: (1) writing productivity as measured by the composition length in words and (2) the mean minimal terminable unit (T-unit) length in words, a measure of syntactic maturity. (Editor)

Discusses ten problems concerning the attempts to measure gain in reading and examines the four purposes of estimating gains offered by Cronbach and Furby (1970). (JM)

Comparison of twins (40 identical and 23 fraternal) for mathematics deficits (MD), in which at least one member had a mathematics disability, found evidence for a significant genetic etiology. However, tests for the differential etiology of MD as a function of reading performance level were nonsignificant. (Author/DB)

Assesses contributions of specific components of verbal and nonverbal working memory and of phonological awareness to the prediction of reading achievement. Tests 103 primary-age children on phonological awareness, working memory, academic achievement, and verbal intelligence. Finds phonological awareness and measures of working memory predicted…

Aims to show a connection between authentic assessment practices and qualitative research techniques to aid reading teachers in their authentic assessment endeavors. Contends that awareness of an issue can change models and open minds to new ways of thinking. (PA)

Finds that the same systematic relationships between basic measures of cognitive processing and measures of reading performance can be observed in the reading of hypertext. Argues that correlations among spatial processing abilities and performance with hypertext support the idea that spatial and relational processing play important roles in…

Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…

Presents humorous, yet horrifying, ramifications of leveling students for reading instruction. Tells the story of an adult who is unable to buy books because the ones she wants are not at the appropriate "level." (SG)

Tests the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'"Habits of Mind" while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks. Confirms that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the…