Knowledge of a student's ability to handle a specific text can help teachers choose appropriate materials for instruction and can help ensure maximum classroom effectiveness. The Vocational Reading Competency-Based Teacher Education Project contains self-paced modules which outline concepts and offer classroom techniques to aid teachers in this…

Compares the number and types of problem identifications good readers make with the number and types made by poor readers. (HOD)

Reviews research showing that teachers can improve student reading behaviors through direct instruction and reinforcement. (FL)

Describes the results of a project designed to improve children's reading skills by providing them with television program scripts to read prior to viewing the program. (JMF)

Three classes of research on reading are identified. The articles of this section pertain to investigation of the organization and operation of basic processing mechanisms underlying skilled reading; each is described briefly and commented upon. Particular attention is devoted to the articles on context effects. (Author/RD)

Examines the relationship between syntactic maturity of oral language and reading achievement of first-grade students and compares this aspect of language competency to several traditional factors of reading readiness. (FL)

Twenty-eight learned helpless children (ages 9-13) assessed as reading below grade level were randomly assigned to one of four reinforcement and attribution retaining treatments. Indirect and direct attribution retaining increased childrens' reading persistence and their attribution of failure on the Intellectual Achievement Responsibility scale…

Findings from this study suggest that by the end of the first grade, children taught using "meaning emphasis" curricula shift towards increased use of graphic information when confronted with reading material in which words are harder to identify. (HOD)

A study examining the differences between the linguistic cue use of learning disabled students and their nonhandicapped peers indicates that some learning disabled children may benefit from help in the use of context as a word recognition strategy. (JD)

Chronological review of various studies from the past 50 years on the effectiveness of methods for teaching reading, conducted to devise criteria and implement methods for greater reading achievement. (HTH)

Low achievement in school is often a result of poor reading skills. These authors outline an alternate, nonreading curriculum that emphasizes content, not skill. (Author/JM)

Reports that students in a college reading efficiency course who had high self-images read significantly faster than those with low self-images, that students with initially high self-images did not maintain those images, that males had higher self-images and read faster than did females, and that there were negative relationships between speed…

Describes a study of the relationship between performance on word problems and general reading ability, certain problem-solving reading and thinking skills, and computation skills. (DD)

The long term effects of the Individually Guided Education (IGE) program on elementary school grade equivalent reading achievement scores were investigated using cohort analysis in four elementary schools. Results indicated that local attributes affected reading scores more than the IGE program. (JKS)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)