Low achievement in literacy correlates with high rates of school dropout, poverty, and underemployment. The far-reaching effects of literacy achievement have heightened the interest of educators and noneducators alike in the teaching of reading. As the goal is pursued of providing literacy instruction that is most likely to lead to high rates of…

This article on what principals should know about reading addresses the issue of how to prepare students to become competent lifelong readers. It lays the foundation for bringing about high gains in reading motivation and achievement, and presents five basic premises and sets of recommendations for each premise. The premises are: (1) children…

This informational report on Accelerated Reader, a learning information system which provides educators with accurate, current data for every student in every class, was submitted to the superintendent of South Bay Union School District in Imperial Beach, California by the assistant superintendent. The report documents the academic gains made in…

Reading First is one of the most important components of President George W. Bush's "No Child Left Behind Act"--the bipartisan law to improve American education. It sets aside $900 million this year to ensure that schools use only scientifically based instruction and teaching methods. This informational brochure explains how Reading…

The North Central Regional Educational Laboratory (NCREL) is one of 10 regional educational labs funded by the U.S. Department of Education. Since 1984, NCREL has been providing research-based resources and assistance to educators, policymakers, and communities in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. The primary…

Reports that no significant relationships were found between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement. (TO)

Describes a study designed to determine the correlations between scores on a reading test and a self concept test and the persons admitted to and completing a program in nursing and those not completing the program. (TO)

Recommends improving the research methodology as a prerequisite for establishing criteria to study the prevalence of reading difficulties in the early stages of reading instruction. (RB)

Examines bias in testing, especially in relation to the goals of reading. (RB)

The KDP scale was found to be ineffective as a predictor of Ss' contacts with law enforcement agencies but of some use in predicting school social adjustment and reading achievement. (Editor)

Emphasizes the need for a strong partnership between community and school in developing successful reading programs for inner-city children. (WY)