Suggests reading comprehension exercises, especially on lower reading levels, fail to test the pupil's understanding of the material read. (MM)

First-grade teacher describes her program of having each student responsible for teaching'' one book to other students. (SP)

The study considers the Peabody Picture Vocabulary Test, the Ammons Quick Test, and the Wechsler Intelligence Scale for Children. It examines the interrelationship of scores on the Gray Oral Reading Test, Spache's Diagnostic Reading Scales, and an informal reading inventory. Consistency of discrepancy scores to classify students is also studied.…

Describes a study of the relationship between students' knowledge or beliefs about what constitutes good reading and their success in reading. Interviews with high- and low-ability readers revealed that good readers understand reading as a meaning-gaining process while poor readers view reading as a word-decoding and pronunciation process. (DMM)

Explores how findings from current cognitive styles research might enlighten reading process and reading instruction researchers. (FL)

Concludes that a course in reading based on reading as a communication process improved the reading comprehension of college students. Discusses the various components of the course. (FL)

Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

Reanalyzes the impact of Catholic school attendance on the reading and mathematics achievement of senior and sophomore pupils using the same data employed by Coleman, Hoffer and Kilgore in their report "Public and Private Schools." The significance of four additional variables, not controlled in the original study, are discussed. (AM)

Examines eight years of reading test scores of entering college freshmen and analyzes the data, taking into consideration relevant contributing factors and testing trends. (HOD)

School records of 643 ninth-grade students were examined. Classroom adjustment was measured by the Classroom Behavior Inventory. Results indicated that mobility was negatively related to math achievement and adjustment. Results are discussed in relation to the peer society and the use of these data for schools. (Author/RL)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

Three concurrent validity studies involving 88 regular and 56 learning disabled elementary students were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. The usefulness of the formative measures for continuous evaluation of student growth in reading is…