This article tackles the debate on general intelligence tests versus specific skills assessment as predictors of academic performance. In a Minneapolis study, a wide range of tests were given to 355 preschoolers. Results from a test assessing early reading skills more closely predicted actual third grade reading achievement than did results from…

Discusses research which shows that activity-centered classes do affect self-concept positively and may increase reading achievement for some first graders. (JM)

Identifies cognitive characteristics and learning style preferences of gifted readers, and presents instructional guidelines for accommodating those preferences. (HTH)

Argues that being "on grade level" in reading does not equip students to meet the standards of an increasingly technological world. Presents research findings indicating that high school graduates need a 15th-grade reading level for admission to most major universities and to succeed in modern vocational colleges. (CJH)

The study examined teacher accuracy and bias in referring 570 students (grades 2-6) for special education placement. Students perceived as handicapped were accurately characterized by low reading achievement, but disproportionate numbers of Blacks and a greater percentage of males than females were referred from a population of low readers. (JW)

Examines the hypothesis that poor readers will have much greater difficulty in recalling abstract words than will normal readers but will closely approximate normal readers in recalling concrete words. The hypothesis was confirmed at the second-grade level but not at the sixth-grade level. (Author/CB)

Reappraises the relationship between television use and reading achievement. Concludes that what change there is in reading skills does not seem to be related consistently to time spent viewing TV. Suggests that the question of the influence of media use on reading achievement requires a more sophisticated approach than has been applied in the…

Describes method of presenting theme booktalks to high school students to appeal to their various reading levels and interests. Excerpts from various forms of adult classics and young adult literature illustrate a technique to link the works by themes pertinent to teenage readers. (CD)

This investigation examines the problems of low ability readers and proposes possible solutions including a series of reading strategies. Additionally, it shows that using vocational reading material in adult education classes gives students a survey of occupational areas, imparts life skills, and prepares them for job entry by giving background…

The study compared the reading achievement of Chicano students with Anglo teachers and with Hispanic teachers. Subjects were 2,129 third and fourth graders in Title I schools in a large, urban, southwestern school district. Findings showed no difference in post-test scores between the two groups of children at either grade level. (Author/NQA)

Results from reading tests and demographic variables indicated that knowledge about books and print conventions is strongly related to reading achievement, and is predictive of comprehension involving the inferential linking of two pieces of information separated in the text. Students in a subskills-emphasis program outperformed those in a…

Provides evidence for the development of grammatical sensitivity across grades one, two, and three. Shows that grammatical sensitivity is significantly related to reading skill level. (FL)

Critically examines the assumption underlying research into stages of word recognition provided by R.J. Chabot and others and questions whether their analysis of speed of processing differences warrants making strong conclusions about the nature of reading deficits. (HOD)

Examined the criterion-related validity of a battery of six educational diagnostic and achievement tests for actual reading level of a group of 155 learning disabled students enrolled in grades four to seven and a subgroup of 46 learning disabled students enrolled in grades five and six. (NRB)

Results of this dramatics program for economically disadvantaged children indicate significant improvements in reading achievement and attitudes toward self and others. (PD)