In a study of the effects of the classroom and home environments on reading achievement, it was found that increasing parent-teacher contacts worked effectively to increase achievement in younger children. However, increasing parent-teacher contacts had an opposite effect on older students. (CJ)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Reading lessons of deaf and hearing children were analyzed for teacher- and child-initiated stops, reasons for stops, time spent, and reading rate. Lessons of deaf children differed markedly from those of hearing children using the same text. Results are discussed in relation to reading retardation in the deaf. (Author/SJL)

Reports the findings of an investigation into the relationships among college readers' reading achievement, vividness of visual imagery, and reading attitudes. Concludes that a small but significant negative correlation exists between the achievement and imagery variables and that a moderate partial correlation exists between imagery and attitude…

Two experiments were conducted to investigate the effect of varying the amount of preceding-sentence context upon the lexical decision speed of third- and sixth-grade and college-level students. (Author/MP)

Naval recruits attending a remedial reading program were compared to regular recruits on verbal, nonverbal, demographic, and eye-hand laterality measures. Verbal intelligence scores on the General Classification Test differentiated best between the two groups. Findings on race and laterality factors are also discussed. (Author/SJL)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

Scores of 149 third-, fourth-, and fifth-grade pupils, on a reading attitude inventory correlated .17 with combined reading scores on the Metropolitan Achievement Tests. Although statistically significant, this finding suggests that the inventory did not reflect an attitudinal construct that was a major factor in reading success. (Author/BW)

Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

The paper examines two general methods of scoring oral reading inventories employing textual passages. Either the total number of oral alterations can be used as an index to reading ability, or only those alterations that disrupt the semantic structure of the text can be used. (Author)

The study was designed to determine the best combination of tests or subtests in a research battery which, when administered to beginning first grade students (N=1,052), would enable the most efficient prediction of reading achievement. (Author/SBH)

Tests the hypothesis that student reading achievement will be a function of the congruence of student's perception of actual and ideal teacher pupil-control behavior. Subjects were 231 students in nine sixth-grade classrooms. (MP)

Recounts research studies conducted with disadvantaged readers between 1967 and 1977. (TJ)

In three experiments on the effects of word imagery, length, and frequency on reading difficulty, high-frequency words were found to be easier to read for both good and poor readers. High-imagery words were easier to read for poor readers only. Word length had little effect on reading difficulty for either group. (Author/MV)