Lists the hierarchy and objectives of USOE's Right-to-Read Program and includes a description of the National Reading Council. (MB)

Research findings are cited that explain how reading comprehension is a complex process involving the coordination of multiple factors and provide a basis for instructional methods to improve children's reading comprehension skills. (MLF)

Describes an examination of the interaction of sustained attention, simultaneous processing, and successive processing with nine variables related to the reading, spelling, and mathematics achievement of 165 elementary students in New South Wales. Results suggest the importance of sustained attention to reading and spelling achievement but not to…

Reports the findings of an experiment designed to assess the effects of parental involvement in the teaching of reading to young children, specifically the effects of hearing oral reading at home. The method of the study is described in detail. Five tables and a reference list are included. (JL)

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

The scores of a sample of 116 first-grade rural Georgia pupils from a reading attitude inventory were correlated .18 with the reading composite scores on the Metropolitan Achievement Test. Coefficients of .48 and .32 were found for females and blacks respectively. The low degree of correspondences limited practical significance. (Author/PN)

This superintendent-mandated school improvement program has improved test scores and brought about teacher, student, and parent support for participating junior high schools. (Author)

The Kindergarten Teacher Rating Scale is shown to be a valid predictor of first-grade reading achievement in a study of predictive validity and classification accuracy. The scale's success in explaining the variance in first-grade reading scores and correctly classifying students is compared to that of reading readiness tests. (Author/CM)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Using a nested two-way analysis of variances, in four Michigan elementary schools, no significant differences were found between the achievement of students taught with reading management techniques and those who were not. (Author/CM)

A method is described for determining the reading level of materials using a computerized test. (MK)

The authors question the furor over declining reading scores, since their study of the daily reading materials of white collar, skilled labor, unskilled labor, and retail personnel indicated little need for these job holders to function at more than a sixth-grade reading level. (Editor/SJL)