A study compared students' cognitive word knowledge of the cognates of "think" and "know" within a theoretical framework focused on hierarchical levels of meaning. Subjects were 31 fifth, 32 seventh, and 21 tenth graders attending single-gender private schools in the Washington, D.C. metropolitan area, and 70 college…

Theory indicates that a fourth, the emergent, reading level may be even more important in understanding the process of reading development than the three previously designated levels: the independent level, at which students have no difficulty reading on their own; the instructional level, at which students need assistance; and the frustration…

This study identified distinguished children's books read by students attending two elementary schools in Honolulu, Hawaii, and analyzed the effect of reading ability on children's choice of reading material. Average reading scores on the Stanford Achievement Test (SAT) were above the norm for students attending one school and at or below the norm…

To determine the effects, if any, that one-parent families have on reading achievement, a study compared the 1983 California Achievement Reading Test scores of children in grades two through four who were from one-parent families, with scores of those from two-parent families. Twelve children were used in each group. Total reading scores were…

Concludes that low achievers benefit from counseling-oriented reading programs. (RB)

Describes a study of the relationship between silent and oral reading comprehension as measured by an individualized diagnostic instrument. (RB)

Six studies of the reading standards of British school children were critically reviewed, special attention being paid to the statistical analysis and evaluation of results. (Author/RK)

Reviews the research on reading achievement for the last 50 years and concludes that anyone who knows that literacy is declining is ignoring the data. (RB)

Presents research indicating that peer tutoring resulted in reading achievement gains for both the tutors and tutees, but tests of self concept gains were not significant. (RB)

Scores were compared for two experimental assessment instruments constructed as examples of the techniques used by the Sentence Verification Technique (SVT) of J. M. Royer and others (1979) and the Michigan Educational Assessment Program (MEAP) of the Michigan Department of Education (1987, 1988) to measure reading comprehension as an interactive…

Operating on the premise that different approaches to computer-assisted instruction (CAI) may use different configurations of hardware and software, different curricula, and different organizational and personnel arrangements, this study explored the feasibility of collecting evaluations of CAI to evaluate the comparative cost-effectiveness of…

A study answered the question: are there significant differences in scores for two forms of the Gates-MacGinitie Reading Tests, Third Edition? Subjects, 23 fifth graders, were given Forms K and L, Level 5/6, of the Gates-MacGinitie Reading Test. The tests were administered by the regular classroom teacher in two testing sessions. Students were…

Broad literacy trends among elementary, high school, and college students can be determined from various reports from the National Assessment of Education Progress, standardized achievement scores, and the verbal scores on the SAT. When these scores are analyzed for the decade of the 1970s, one finds different trends for different age groups, with…

National Assessment of Educational Progress (NAEP) data indicated a positive relationship between the amount of time spent on homework and reading achievement in grades 4, 8, and 11. This conclusion represents one segment of the findings of the 1983-84 National Assessment, which focused on reading and writing and was administered to approximately…