This study examined the relationships between the reading achievement of college students, the readability of the textbooks they used, and college achievement. Measures included reading-grade levels from the Nelson-Denny Reading Test, functional reading levels as measured by cloze scores, Dale-Chall readability estimates for textbooks used by the…

The general emphasis of Project LONGSTEP was on the identification of changes in student achievement that occur as a result of exposure to intensive educational innovation. The purpose of the analyses conducted for this supplement to Volume I of the Project LONGSTEP final report was (1) to ascertain if the trends observed and discussed in Volume I…

This study attempted to determine the effects of a twice-weekly, four-month-long, cross-age tutoring program on children's reading achievement levels and self-concepts. A total of 240 students, stratified by grade and sex, were randomly assigned to four experimental groups. Within each group, students were matched by grade: grade four with grade…

Suggests grouping by social patterns as well as ability patterns. (MKM)

A questionnaire measuring child-rearing attitudes was completed by 214 parents of children seen at a learning disabilities center. (SBH)

Reports findings for the relationship of the amount of instructional time in reading received by elementary school students in four New York state school districts to their gains in scores on the California Achievement Test and the "Criterion Referenced Test" prepared by the New York State Department of Education. (AA)

Uses the Bloom model of development to examine the relationship between family environment and reading performance over a 4-year period. Subjects were 3 cohorts of English children with mean ages of 7, 8, and 11 years at the time of the initial testing. (BD)

Psychometric evaluation of 58 reading-disabled children, matched controls, and their nuclear families was employed to identify familial patterns of impairment in cognitive abilities. Certain types of genetic transmission or a combination of causes may be responsible for reading disability. (Author/GDC)

A description of the installation and use of a TV system in an elementary school which dramatically raised reading levels in one year of operation. (DAG)

Cites results from more than a dozen research studies generally favoring the use of the typewriter as a teaching tool in the elementary school classroom. (BR)

Suggests that, for the assessment of performance in low and intermediate levels of reading, sentence-completion tasks can play an informative role and that, for students who have acquired these skills, the tests are valuable for ascertaining vocabulary acquisition or comprehension of syntactic structures. (JM)

Presents an informal testing device for discerning reading proficiency in students where standardized measurement is invalid. (JM)

Evaluated was the academic achievement of 14 mainstreamed hearing impaired rubella students (8-12 years old). (Author/CL)