Details a study of the reading development of seven- and nine-year-old deaf children. Concludes that the children progressed satisfactorily in the early stages of reading but had not attained the ability to extract meaning from sentences by age nine. (FL)

Examines the effects of an instructional program designed to teach learning disabled children to use context to determine and correct their errors. Results indicate that training in context is helpful for disabled learners who have achieved reading proficiency beyond grade level two. (MKM)

A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)

Orthographic linguistic awareness measured at the beginning of kindergarten was found to be highly correlated with reading achievement measured at the end of the first grade, with the relationships being consistently higher for girls than for boys. (FL)

In the study, 36 fourth and second reader level deaf students matched for age were assessed on comprehension of truncated passive sentences under two task conditions. Contrary to prior research, neither age nor reading level were significant factors in deaf Ss' understanding of truncated passive sentences. (Author)

Concludes that a balanced variable of teacher-pupil interaction, including teacher praise, task orientation, teacher questions, pupil initiation, and response appears to be a significant predictor of pupil progress in reading. (FL)

Presents achievement data for the years 1970-71 through 1978-79 for elementary school children enrolled in the Northern Cheyenne Behavior Analysis Model of Follow Through. (FL)

Examines longitudinal prediction of English and Spanish reading skills in a sample of 249 Spanish-speaking English-language learners at 3 time points in kindergarten through Grade 1. Phonological awareness transferred from Spanish to English and was predictive of word-identification skills. Other variables showing cross-linguistic transfer were…

Followed beginning readers to examine phonological skill influences. Found segmentation strongly correlated with attainment in reading and spelling at end of first year. Also found that letter name knowledge predicted both reading and spelling skill and showed interactive effect with segmentation. Finally, found that by end of second year, rhyming…

This study examined the degree to which samples collected in product portfolios from 216 kindergarten through second-grade students were able to predict their successful performance in a gifted program four years later. Students whose product portfolios were in the top quarter performed significantly better on later math and reading achievement…

Reprints a classic article published in this journal in 1970. Considers the interplay between interest, motivation, and self direction on the one hand, and the reading levels concept on the other hand. Warns that the concept of reading levels is often focused on errors, and that this tends to distort perceptions with regard to the primary goal of…

Describes how subject area teachers at one high school used grant money to change their teaching styles, significantly improving students' reading abilities. Details how reading achievement testing was conducted and the results were translated into effective literacy reforms designed to go beyond "teaching to the middle." Tracks the experiences of…

Determines whether the types of open-ended questions and the levels of thinking that the questions called for in commercial Informal Reading Inventories were representative enough to allow users to determine the extent to which students remember, think about, or respond to what they are reading. Finds that Informal Reading Inventories may not be…

Investigates the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon…