Examines the extent and direction of curriculum bias in standardized reading achievement tests by comparing the relative overlap in the contents of five separate reading achievement tests with the content of seven commercial reading series. (HOD)

This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)

Reports a study designed to determine whether there was a difference in the reading achievement of Mexican-American elementary school migrant children with differing levels of self-concept. (FL)

The study examined mean IQ scores and mean scholastic achievement scores as measured by grade level equivalents in reading and presented correlations between IQ and achievement. The major finding was that IQ predicts achievement best for Anglos, fairly well for Blacks, but not at all for Chicanos. (Author/NQ)

This study showed that measurable deficits in visual perception were not interfering with normal reading achievement among these second graders, yet there was no sign of compensatory development of auditory skills. (HOD)

Data from the National Assessment of Educational Progress suggest that at the nine-year-old level certain groups, especially blacks, have shown a significant improvement in their reading scores. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

Investigates possible gender bias in the Slosson Intelligence Test (SIT) in relation to reading skills. Administers the SIT and the Diagnostic Reading Scales (DRS) to 66 subjects age 8.5 to 13.5 years. Indicates the SIT was a statistically significant predictor of DRS subtests that assess oral reading, silent reading, and listening comprehension.…

Reading and math achievement subtest scores on several standard achievement tests were compared for 233 students with mental retardation. Correlations were generally moderate among subtests purporting to measure similar constructs. Significant mean differences were present for five of seven reading test comparisons and for six of eight math…

Presents data from a family literacy program, called the Toyota Families for Learning Program, and compares it to data from programs that focus primarily on adults or on children, but not both. Discusses outcomes for adults, and outcomes for children, and finds results to be promising but not definitive. (SR)

A study involving 88 eighth-graders investigated the relationship between students' self-concept, both in a global sense and more specific areas, with achievement scores in reading and mathematics. Results found a significant correlation between global self-concept and reading achievement and a weaker positive correlation for mathematics…

First- and second-grade cohorts in public and Catholic school Chapter 1 programs were compared. Catholic schooling did not have a significant effect on mathematics and reading test scores. Findings did not change when first-grade school-level scores were used to account for selection bias in the fourth-grade cohort. (Contains 22 references.) (JOW)

Results of a study with 52 dyslexic children and 52 normal readers show that reading acceleration through computer-controlled reading rates improves reading performance in both groups, but auditory masking by playing a song is beneficial only to the dyslexic children. Implications are discussed in terms of phonological processing. (SLD)

To improve student's reading scores on the Test of Achievement and Proficiency, a rural Georgia high school initiated an improvement program based on Deming's continuous-improvement model in fall 1995. This model allows those closest to the problem to resolve it. By working continuously to improve students' testing environment, test-taking…

Examines whether aspects of phonological awareness critically depend on literacy exposure among 4-6-year-olds. Parental responses to a questionnaire about home literacy environment are compared to children's awareness of rhyme and phonemes, their vocabulary, letter knowledge, and performance on measures of phonological strength. Results showed…

Investigates the relationship of test-takers' use of cognitive and metacognitive strategies to English-as-a-Foreign-Language (EFL) reading test performance. Results suggest that use of cognitive and metacognitive strategies had a positive relationship to reading test performance; highly successful test-takers reported significantly higher…