Investigation into the most effective use of a kindergarten screening battery to predict second-grade reading and mathematics achievement found that a combination of 10 readiness subtests resulted in the same degree of accuracy as that obtained using the entire battery. However, neither version was accurate enough to be useful. (Author/CB)

Thirty-eight sixth-grade students participated in a study that examined the relationship of conceptual tempo and performance on several study and reading activities. Results indicate that conceptual tempo may have a relationship to effective studying and reading. Methodology and results are discussed. (Author/JL)

Learning disabled students (N=638), students receiving remedial Chapter 1 instruction (N=451), and regular students (N=2,337) were sorted by reading skill level. Reading achievement emerged as the best single predictor of group membership supporting school social policy of allocation of service delivery on the basis of classroom achievement.…

Presents some preliminary findings from a study on reading automaticity. The introduction of increased silent reading time in school is an essential component in helping students reach reading automaticity. (MD)

Examined the reliability and validity of the Individual Reading Readiness Inventory (IRRI) and determined that it could be used with confidence as a measure to predict the extent to which children would profit from formal reading instruction in kindergarten. (Author/RWB)

Recognizes that many teachers feel uncomfortable with the Directed Reading Thinking Activity (DRTA). Describes and explains the steps, or elements, of the DRTA and suggests ideas for preparing and implementing this instructional strategy. (NH

Obtained readability levels for several self-report measures designed for use with child/adolescent populations, using a recently developed readability formula based on an updated evaluation of reading materials. Also reports grade levels of words in individual items and in directions. Evaluation demonstrated lower reading levels than those…

Presents the results of a three-year study designed to improve reading achievement through the use of an organized parent and teacher "comment card" program which encouraged parents to listen to and evaluate their children's reading and encouraged written dialogue between parents and teachers. Provides an sample of the card form used and typical…

The responses of gifted (N=65) and nongifted (N=65) fifth- through eighth-graders to a questionnaire indicated that the groups differed significantly in terms of television viewing habits, family rules about television viewing, reading grades, television heroes, and out-of-school activities, suggesting the importance of family influence on viewing…

Investigated neuropsychological and cognitive basis of achievement and determined the stability of this relation. Addressed the power of the McCarthy Scales and portions of the Reitan-Indiana Test Battery for predicting academic achievement in kindergarten, and first grade; stability over a 2-year period; the ability of tests administered in…

The academic performance of 1,480 behaviorally disordered and learning disabled children (grades 1-3) was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. The two groups did not differ in factor structure of achievement test performance, nor in…

Cognitive processing and language awareness in relation to reading were studied. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. Second and fourth graders were administered seven "simultaneous-successive" tasks. Results showed a much greater direct effect from language awareness…

Language analysis tasks (segmentation and rhyming) and rapid automatized naming tasks (objects, colors, and letters) were found to tap different linguistics-processing components in both kindergarteners and first graders. Children who could analyze letter names were more likely to be among the better readers at the end of first grade. (Author/BS)

The purpose of this study was to investigate the relationship between auditory discrimination, as measured by the Wepman Auditory Discrimination Test, and reading achievement, as measured by the Woodcock Reading Mastery Tests. After controlling for intelligence, there was little more than a random relationship between auditory discrimination and…

To explain reading level clearly to parents of learning disabled children, teachers must focus on two broad areas: the differences between standardized tests, and the occasional mismatch between sequence of instruction and the test items, per se. (CL)