Concludes that boys succeed less well in reading than girls because of cultural expectations that reading is more suited to girls than to boys. (DD)

The principal of a Montana elementary school using direct instruction methods discusses the positive results students and school are experiencing as a result of the students' reading success. (MD)

This study was undertaken to determine whether afternoon reading instruction results in greater achievement for beginning readers than does morning instruction. One hundred first grade pupils participated in the study. Implications for practice and continued research are discussed. (Author/MT)

The major purpose of this study was to investigate the relation of gender to reading achievement at the high school level. Findings suggest that by the time students reach high school, the magnitude of gender differences in reading achievement as assessed by the High School and Beyond survey is small. (Author/LMO)

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)

In the present research, the psychometric models of Rasch and Guttman are used to illustrate contrasting yet complementary approaches to investigating reading skill hierarchies. The models share a general conclusion, but specific results from the Rasch model underscore its greater potential as a reading skills diagnostic technique. (Author/LMO)

A framework for studying teachers' informal expectations in the context of reading education is presented. Social Judgement Theory (SJT) entails an idiographic analysis of various aspects of cues used to form policies and make judgments. (Author/LMO)

Research with preadolescent hearing-impaired children has found that the quality of specific family behaviors and interactions is associated with increased achievement in reading and mathematics. Recommendations are made for parents and practitioners regarding home/school interaction, attitude clarification, and use of the teacher as model.…

A longitudinal study was conducted to determine how a comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The test variables were reduced to six predictive factors by factor analysis that, combined with the child's sex and the parent's language, had multiple correlations with reading…

Six tests of abilities and attitudes related to early reading achievement were administered to first graders in a rural setting. Scores from the Metropolitan Achievement Test were used as criterion measure of the predictive powers of the tests. Test effectiveness and value are discussed. (Author/DF)

Reading achievement and attitude scores of a National Assessment of Educational Progress sample of 9-year-old students were multiply regressed on one another on home environment variables. Correlations and partial correlations of achievement with home environment, quality of instruction, and leisure time television watching were found. (Author/DF)

Probes the association of reading achievement and attitude with productive factors in learning by regressing on 18 indices of seven factors the scores of more than 2,000 17-year-old students from a National Assessment of Educational Progress sample. (FL)

Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)

Students' achievement rises when teachers develop a variety of materials and provide differentiated instruction. (Author)