This paper critiques the methodologies used in studies finding that reading problems in children are not strongly associated with attention deficit disorder (ADD) and that medication used to treat ADD does not improve reading performance. New data are reported, suggesting increased reading difficulty with longer reading passages and improved…

Examined instructional designers' use of learner analysis when designing and developing computer-assisted instructional materials by surveying 14 instructional system designers. Results indicate that learner analysis is only occasionally implemented to determine a learner's reading level. The cover letter and survey are appended. (JMV)

Evaluation of 16 college students with dyslexia found no significant differences between listening comprehension and reading comprehension. Comparison of the 16 dyslexic students with 16 nondyslexic students revealed significant differences on reading achievement and reading time but not on untimed reading comprehension. (JDD)

Discusses a study that interviewed 12 dyslexics, including a Nobel laureate, a member of the United States Academy of Sciences, and other professionals in fields requiring reading. Finds that all of them developed basic fluency three to four years later than peers, but still acquired Stage 5 skills through avid reading about a topic of passionate…

Presents reading assessment ideas that have provided some useful affective insights with middle school students. Presents assessment ideas related to conative factors, an emerging area of research closely related to affect. (RS)

This study investigated effects of providing reading performance data on teacher and parent attitudes toward reintegration. Subjects were 23 general education teachers and 40 parents of 61 students served in special education resource room programs. Results showed significant changes in general education teachers' willingness ratios. Parents'…

Compares sixth-graders' math and reading achievement at year-round and traditional schools in the same (Ohio) school district. Uses a randomized, control-group, posttest-only method controlling for the effects of history maturation and pretesting. The statistical and practical results favor the alternative year-round calendar, particularly when…

Finds SAT Verbal scores correlated with parts 2 and 4 of a four-part Morpheme Sensitivity Test (MST); standardized test scores correlated with all parts of the MST; and significant difference between means on all parts of the MST for proficient and nonproficient high school readers. Notes that results are consistent with the morphophonemic nature…

Measures of acculturation to the school environment and to student's own culture were administered to 23 Mexican American students in grades 7-9 in a rural midwestern town. Student reading achievement on the Iowa Test of Basic Skills was not related to scores on either measure of acculturation, but was related to level of English language…

This study to determine the validity of the Blind Learning Aptitude Test (BLAT), involving 30 students, found significant correlations between scores on the BLAT and braille oral reading speed, comprehension, age, grade, years of blindness, intelligence, and achievement. The correlation was greater between the BLAT and comprehension than between…

This study examined the contributions of phonological awareness, rapid naming, and verbal memory to the reading and spelling skills of 54 children (ages 7-12) with severe reading disabilities. Five academic tasks were examined: word attack, word identification, spelling, prose passage speed and accuracy, and reading comprehension. (Author/JDD)

Surveys the status of statewide reading assessment practices in the United States. Finds that the typical state uses an existing national standardized test or its own local standardized version and that only 10 percent of states are on the cutting edge of reading evaluation. Suggests that, at the statewide level, reading assessment has not kept…

Describes the achievement of high- and low-reading-ability students in an introductory college biology course after they received and used teacher-provided questions or learned to generate and use their own questions. Discusses the ecological validity or applicability to classroom use of question generation. (KR)

Examines information-processing differences among four types of readers differing in reading comprehension and speed. Finds that good comprehenders outperformed poor comprehenders on all types of tasks, but the results were less clear for the high- and low-speed readers. Proposes differences in working memory as a source of individual differences…

Investigates differences in questions developed and asked by preservice teachers during literature set discussions. Finds that preservice teachers' questioning practices can be influenced by training and practice. Concludes that classroom reading instruction and students' reading achievement may be enhanced through teacher questioning practices.…