Results of study show that students' entry levels of reading competencies were the best predictor of reading achievement, but that the self-concept scale and the work-values inventory each accounted for about 13 percent variance. (JM)

Examined the relationship between reading achievement and birth order in 503 Greek children. Found that birth order was not related to vocabulary knowledge or reading comprehension at second grade, but total reading achievement and reading comprehension were higher for first- and second-born sixth graders than for later-born sixth graders. (KB)

The development and promotion of self-regulatory strategies for comprehending and learning from text were studied in 19 9-year olds using cooperative learning. The experimental group exposed to repeated reading experiences within the cooperative learning teams showed marked development of strategies for dealing with texts in comparison with the…

Reviews the current state of knowledge about various (adult-volunteer) tutoring programs' effects on student achievement. Except for the Howard Street Tutoring Program and the School Volunteer Development Project (two very small programs), the programs reviewed present no unbiased evidence of effectiveness. Comparison groups are needed to…

Compares matched groups of normal and poor readers of Dutch. Assesses the way normal and poor readers automatically process phonological and orthographic incongruencies when comparing singular and plural of nouns. Investigates the automatized processing of uppercase-lowercase letter incongruencies. Concludes that poor readers not only have…

In a study of second, fourth, and sixth graders who completed reading and language tests over 2 years, low-income second and third graders achieved as well as their normative peers on all subtests. However, around fourth grade, their reading scores began to decline. One possible cause for this slump may stem from lack of fluency and automaticity.…

Focuses on modifying children's environment so as to optimize the situational context of reading and emphasizes that three ingredients are basic to reading: time, reading materials, and a purpose for reading. The article also emphasizes that encouraging native speaking students to read at home requires partnership with parents. (CK)

Reprints a classic article originally published in this journal in October 1973, which argues that the problems vernacular-dialect-speaking students suffer in school are not the direct result of so-called dialect interference but rather the result of educators' negative attitudes (based on deficit theory) toward learners who speak vernacular…

States that the reading teacher needs to study diverse methods of teaching reading. Finds that the method chosen should harmonize with the pupil's present achievement and ability level. Considers that a major goal in teaching reading is to guide pupils to solve problems. (PA)

Examined cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Compared 30 Chinese dyslexic children with average readers of the same chronological age (CA) and 30 average readers at the same reading level (RL) in several rapid naming, visual, phonological, and orthographic tasks. Found that dyslexic children…

Compares a range of reading-related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Indicates that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence…

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…

Addresses the question of the role of general speed/rate of processing in reading impairment in adults. Compares 95 adults varying in word-recognition ability. Shows significant and pervasive speed/rate differences among groups, as well as differences in accuracy performance. (SG)

Examines reading proficiency and phonological skill using a comprehensive battery of group measures in a Swedish classroom. Suggests that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. (SG)