The objectives of this investigation were: (1) to construct test problems which assess skill in resolving problems in teaching reading, (2) to develop criteria for assessing performance on these problems, and (3) to explore the usefulness of the constructed problems in discussing the professional skills of those who teach reading. Data on…

Modality research is of major importance to the field of reading; it has directed attention to three factors: intersensory transfer, intersensory perceptual shifting, and modal preference. This paper provides a critical review of the most pertinent research relating each of these factors to reading achievement. No attempt is made to review studies…

The relationship between pupil mobility and reading achievement of sixth grade pupils in selected high mobility, low income elementary schools were investigated in this study. Relationships were analyzed between the variables of mobility, sex, and reading achievement with I.Q. held constant. Two hundred ten sixth-grade pupils located in seven high…

Two of the objectives of the field test of Minicourse 18, (teaching reading as decoding) are discussed: (1) the measurement of changes in teacher and related pupil behaviors and (2) comparisons of the effects of four reteach treatments. The main field test of the course was conducted with 63 teachers in two inner city and two suburban sites. The…

A description and evaluation of the Elementary and Secondary Education Act Title I-funded programs for the state of Maryland are presented in this report. Programs concentrated on instruction in language arts (reading) for students with special educational needs in the first, second, and the third grades. Developmental reading readiness for…

This study investigated the hypothesis that low reading achievement may be related to noise interference. Reading scores of children in classrooms near train tracks were lower than scores of children whose classrooms were quieter. Score differences may be due to children's blockage of all sounds in a noisy environment. (Author/MR)

Considers the possibility of a relationship between oral language and reading. Includes an extensive list of references. (JM)

Students who feel they have some control over what happens to them may make greater gains in reading achievement. Methods to promote this behavior in the reading classroom are described. (MKM)

By observing children who learn to read by themselves, teachers may learn some important aspects of beginning reading. (JM)

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

Results: (1) indicate a causal role for phonological processing abilities in the acquisition of word analysis and word recognition skills; and (2) document the relative neglect of causal roles for the acquisition of reading skills in the subsequent development of phonological processing abilities. (RH)

Based on teacher estimates, this discussion focuses on the importance of test content coverage in terms of instructional and curricular validity; students' opportunity to learn test content; and the relationship between test content covered in class and student performance on a standardized achievement test in reading. (JS)

Subjects (N=224) were elementary, middle, and high school special education students receiving the Gillingham tutorial program services in reading and language arts for one school year. In general, progress was made at more than one-half the expectancy for the nonspecial education student. Spelling showed the least improvement. (Author/DB)

No significant differences were found between average reading ages of 14 hearing impaired students learning via the oral method (group 1) and 20 hearing impaired students learning via a sign system (group 2). Group 2 Ss wrote fewer words and shorter sentences but their sentences were more grammatically mature and more often correct. (CL)

In 1982, the National Institute of Education commissioned seven leading research scholars to investigate the effect of desegregation on academic achievement. They concluded that desegregation has small positive effects on Black student achievement in reading and no effects on Black achievement in mathematics. (CT)