Reviews results of previous studies and describes projected studies designed to suggest input variables related to reading and to provide further knowledge of phoneme-grapheme relationships in reading. Bibliography. (MD)

The purpose of this study was to investigate first-grade children's use of requests and responses in their homogeneous reading groups. The results showed that ability groups differed in their use of requests and responses, and that particular aspects of requests predicted obtaining appropriate responses, which were almost always "on-task."…

Prior to 1975, students in Chicago Public Schools were assigned grade level tests, a practice that in 1974 resulted in 42 percent of the students scoring at the equivalent of a "chance" level. In 1975, the schools switched to functioning level testing. The change caused lower average test scores, but the percentage of chance scores…

Describes a reading battery that was assembled to advance study and definitions of reading maturity. Factor analysis shows the battery to have greater implicit construct similarity to a popular taxonomy and diagnostic system than conventional measures typically address. (FL)

Eleven adults who had been diagnosed as dyslexic in childhood were evaluated via psychological and educational testing and interviews. Reading and spelling deficits were marked, and patterns of skill weaknesses and cognitive abilities were found to have remained remarkably consistent over the approximately 17-year period. (CL)

A study designed to replicate work by Kirby and Das (1977) studying differences between learning disabled (102) and normal children (99) essentially supported the earlier research in terms of factor structure and relationship of simultaneous and successive processing to reading and IQ. In both groups, structures and relationships were similar.…

Results indicated that the mothers of LD children attributed successes less to ability and more to luck, while attributing failures more to a lack of ability and less to bad luck. (Author)

Reviews the literature concerning the effects of teacher personality on the reading achievement of students, specifically remedial students. Concludes that teacher characteristics can be influential in improving student reading performance. (FL)

Results from testing 20 first graders in a remedial class in Maryland indicated that: same pattern recognition was significantly higher than reverse pattern recognition; identical pattern recognition did not affect performance on reading and arithmetic achievement; reverse pattern recognition significantly affected performance on reading and…

A study that examined correspondence from 15 different business areas found the writing of that correspondence to be at a reading level higher than the average educational level of U.S. citizens. (LRA)

A study of elementary school children revealed their awareness of skimming techniques and their ability to skim when explicitly instructed to do so. Spontaneous skimming was most clearly observed in 8th grade students, which indicated that the development of the use of skimming is an increasing integration of various pieces of knowledge. (JD)

Reviews data indicating that overall reading achievement in the primary grades is as good or better than ever before, and points to inaccuracies in critics' claims to the contrary. (MKM)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (Author/MLF)

Discusses illiteracy in Canada and describes the steps that have been taken to improve this problem at the national, provincial, and local levels. (CHC)