Reviews studies of the relationship between television viewing and children's interest and achievement in reading; points out that the relationship is complex and that further research studies using more sophisticated measures of viewing and reading behavior need to be conducted before conclusions are made. (ET)

Investigated the predictive power of two written tests of Piagetian developmental level, The Understanding in Science Test and the Reasoning Test. Also examined the extent to which two variables, level of reading comprehension and level of field dependence-independence, were associated with performance of secondary school Australian students on…

This study compared double cross-validation replication predictive accuracies of six types of factor scores with full-rank data by utilizing data in which classroom achievement was predicted from affective and cognitive variables. Prediction was significantly more accurate for factor scores than for full-rank data. (Author/CP)

Teachers' and psychologists' ratings of children's potential performance in reading and mathematics are influenced by selected information in referral statements read prior to having objective test scores or rating scales for evaluation. (JMF)

Two experiments using varying duration exposures related reading skill in adults to initial encoding of location information. Results suggest that the role of perception in reading has been underestimated because emphasis has been on item perception, not perception of spatial location. (Author/CP)

White children scored significantly higher than Black children on the reversals test, although predictive validity coefficients were substantial for both races. Sex differences tended to be minor and of little consequence. (Author)

The techniques of meta-analysis were used to integrate statistically the findings from 31 studies on the relationship of auditory-visual integration and reading achievement. A total of 146 correlations were collected and aggregated across assessment procedures, reading skills, grade levels, and subject characteristics. (Author/SJL)

Examines the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence on 194 children. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.…

An informal test of word prediction abilities is suggested to aid in diagnostic assessment of reading ability. The test proposed would include evaluation of auditory and visual cloze abilities. The test, given in conjunction with a test stressing abilities to use graphic and phonic cues, should provide improved assessment of a student's abilities.…

A study of 107 kindergarten children was undertaken to compare the predictive efficiency of kindergarten teachers' ratings with reading readiness and reading achievement over a four-year period. (PHR)

The usefulness of the Kindergarten Reading Screening Battery (KRSB) in differentiating high and low risk reading children was examined in a followup study of 151 students (mean age 10.9). (PHR)

Discusses the problems of Japanese students learning to read German; their two years of German at the university are inadequate. A "profile" of minimum reading competence is presented, followed by suggestions for teaching, including vocabulary, sentence structure, and types of text exercises. (IFS/WGA)

Results of a study of teacher rankings of reading readiness suggested that teacher rankings are as reliable as reankings using the Metropolitan Readiness Tests; the results did not indicate that teacher expectations of student achievement can be altered. (FL)

A study involving 65 children from 5.6 to 9.5 years of age suggested that the average child's ability to differentiate spoken words from other units of speech improves with age and that significant relationships exist between children's knowledge of spoken words and their reading achievement. (GT)

A summary of research findings suggests cultural expectations account for the difference in reading achievement between boys and girls. (Author/MLF)