The Daviess County, Kentucky, PREPS research project focused on evaluating the county's 1979 summer school program. This program invited children to attend if they were functioning at least one year below their grade placement level. Learning activities were structured around specific behavioral objectives; the emphasis was on reading and…

A study compared cognitive style (field dependence/independence) and learning style (reflection/impulsion) with reading achievement. Twenty-six sixth grade students were administered the group Embedded Figures Test to determine field dependence/independence and the Matching Familiar Figures Test to determine reflective and implusive students.…

If school principals are to exercise adequate management control over their educational programs, they must have effective management tools. Title I Program Analysis and Monitoring (PAM) is such a management tool. Title I PAM is useful, timely, and efficient--in the sense of minimum interference with the educational program and modest cost. The…

A comparison of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT) indicates that the two should be used interchangeably only with caution and understanding of the differences. While there is a moderate to high correlation between the test scores, nevertheless, the two have distinctly different strengths and…

This document traces the history of sentence combining, from Ney's study in 1966 and Mellon's study in 1969 to recent research conducted by Ney and supported by the Research Foundation of the National Council of Teachers of English. Studies by O'Hare (1973), Ney (1975), Combs (1975), Perron (1974), Green (1972), Hunt and O'Donnell (1969), Miller…

This report presents results of analyses of factors affecting reading achievement of 14,318 pupils in 34 elementary schools in Washington, D.C., as measured by the percentage of objectives mastered on the Prescriptive Reading Test and students' interest in reading for the school year 1977-78. It also presents descriptive information about…

Race-related differences in reading achievement and reading progress were studied in a public elementary school. Two different groups of students were followed over a five year period. No significant racial differences in reading progress were found for those students who stayed within the school for three to four years. The reading achievement…

THIS EXPLORATORY STUDY WAS DESIGNED TO ANALYZE DATA TO DETERMINE IF THE ASSOCIATION REPORTED BY OTHER INVESTIGATORS LINKING LOW SELF-CONCEPTS TO READING DIFFICULTIES WAS CORRECT OR WAS CAUSED BY UNFORTUNATE EXPERIENCES IN READING UNDERMINING SELF-CONCEPTS. A SAMPLE OF 185 KINDERGARTEN ENTRANTS WAS INTERVIEWED AND OBSERVED FOR RATINGS IN RELATION…

STUDIES RELATED TO WORDS IN COLOR, THE MORPHOLOGICO-ALGEBRAIC APPROACH TO TEACHING READING, ARE DISCUSSED. ADULT CLASSES IN MILWAUKEE TAUGHT TO READ BY THIS METHOD ACHIEVED A MEAN GAIN OF .93 OF A YEAR IN 30 HOURS OF INSTRUCTION. IN EUCLID, OHIO, KINDERGARTENERS WHOSE PROGRESS WAS FOLLOWED THROUGH THE SECOND GRADE WERE TAUGHT BY WORDS IN COLOR AND…