Discusses some of the common explanations for the effects of story reading at home upon children's later reading achievement, and offers an alternative explanation along with implications for classroom practices. (CM)

High school students with high or average achievement motivation read a passage with a list of learning goals. Two different goal lists were used. The 24 students were also instructed to expect a particular type of test questions. A free-recall test was administered; results are discussed. (GDC)

Relating the knowledge about how children learn to their concerns, interests, and needs, enables a teacher to integrate these factors to give purpose and direction to a reading program. (JD)

Describes a study designed to determine whether children identified as learning disabled by Slingerland's Pre-reading Screening Procedures would progress further in sensory abilities and reading achievement as a result of receiving reading instruction by the synthetic-multisensory or the multiple-factor method. (JM)

This study indicates that diagnosic teaching made no more difference than the instructor's simple knowledge of reading level to the reading achievement of college students. (MKM)

Explores research studies and effective reading programs that are based on the concept of first identifying effective reading teachers in terms of students' reading achievement and then considering instructional strategies that could account for the students' achievement. (JM)

A review of recent research suggests that evidence is lacking to support the conclusion that black dialect interference is a major contributor to black children's reading problems. (MKM)

The author investigated pupil reading achievement as related to teacher emphasis on individualized instruction, language development, comprehension skills, diagnosis, word attack skills, oral vs. silent reading, and other, not easily classifiable, skills. (MJB)

Notes that the same students who according to a reading test, were severly deficient in reading skills were mysteriously able to complete a complex research questionnaire, and showed academic success far beyond what the test predicted. (Author/AM)

Discusses a study in which analyses of a set of data relating to the reading achievement of 202 second-grade children showed that both IQ and the amount of reading activity had significant influence on reading ability (as measured by a standardized test). (JM)

Describes a study to determine the effects of visual perception training on beginning first-grade reading achievement with children diagnosed as being deficient in visual perceptual skills and potential reading problems. (JM)

Describes the reading problem and discusses the present status of competency tests in reading and language, each teacher's role and responsibilities, and the significance of competency tests in shaping curriculum and instructional patterns of the future. (JM)

Among findings of the study of characteristics of 249 seriously emotionally disturbed students (aged 7-19 years) were that half were placed for part of the day in regular classes, that behavior problem scores were related to reading achievement; and that Intelligent Quotient (IQ) was not predictive of amount or kind of behavior problem. (Author/DB)

Administered Child Depression Inventory to 139 Black urban sixth graders. Results indicated that level of depression was significantly related to current reading level, grade point average, and reading achievement. Discusses two theories that relate depression and learning, the first concerning teaching of problem-solving skills and the second…

A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…