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)

Focuses on teacher effort as an important variable in student reading achievement scores. (JM)

Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)

Discusses the important role parents have in creating a positive reading environment. (MM)

The purpose of this study was to investigate normal, 40 percent compressed, and 80 percent compressed speech presentations of conceptual data for the "Burns" chapter from the Multimedia Standard First Aid book. There were overall differences among posttest scores attributed to presentation method adjusted, in an analysis of partial variance, for…

Evaluated number of format and direction changes across tests and grade levels of major elementary standardized reading achievement tests. Number of format changes varies from one change every 1.2 minutes on Metropolitan Achievement Test Level E1 to one change every 21.3 minutes on P1 level of Stanford Achievement Test. (Author)

Describes a study conducted by Ron Carver that compared the reading rate and comprehension of speed readers with superior readers. (HOD)

Describes a successful volunteer tutorial reading program, developed by the New Haven, Connecticut, school system, that provides disabled readers with assistance from volunteer tutors. Includes a list of seven caveats to consider when developing a volunteer program. (MD)

Suggests that continually refined and segmented reading assessment measures may be contributing to reading problems. Discusses three solutions to reading difficulties that have become problems themselves and suggests that more holistic, socially interactive teaching methods are a better solution to reading disabilities. (HTH)