Examines school and classroom factors that moderated gender and home language gaps in reading achievement of New Zealand students. Uses data from the International Association for the Evaluation of Educational Achievement survey to examine comprehension and word recognition scores of nine-year-olds. Shows that the magnitude of the gender gap and…

Differences in the reading achievement of girls and boys were studied in five southern African countries using International Association for the Evaluation of Educational Achievement data for 14,917 sixth graders. There were no significant gender differences in reading achievement, but there were significant differences for socioeconomic levels…

Evaluates the effectiveness in enhancing young children's reading attainment by a computer system that gave prerecorded speech prompts on request. Finds that the intervention group made significantly higher gains on three measures of sight vocabulary than the control group. Suggests that some effective practice in reading can be given by a…

Compares the development of reading and spelling in a group of dyslexics and nondyslexics over a 5-year period (from ages 8 to 13 years). Notes that three distinct groups emerged: stable (identified at both ages), transient (identified at the younger age), and late emerging dyslexics (classified at age 13). Finds that dyslexic students do not…

Finds that both low-ability and average-ability first-grade readers, and to a lesser extent high-ability readers, from different socioeconomic backgrounds, select books that are beyond students' reading level. Discusses influences of gender and genre on these selections. Discusses the relation of frustration-level texts to interest and motivation,…

Ten parents administered a behavioral reading-therapy program to their second- to fourth-grade children with reading disabilities. The children received from 70 to 121 30-minute sessions. Parents were able to administer the program effectively and children participated enthusiastically. Children showed mastery of the reading materials and…

In 655 schools in 27 states, the Literacy Collaborative aims to improve elementary students' literacy achievement. A trained literacy coordinator trains other teachers and provides in-class coaching. Systematic collection of data on every child and data utilization by all program participants support continuous school improvement and create a…

Finds that children's self-perception as readers significantly related to their reading achievement; and mothers had stronger beliefs than did fathers in their ability to help improve boys' reading achievement. Concludes that significant differences favoring females were found in children's reader self-perceptions and their reading achievement.…

Discusses report on the reading, mathematics, and science performance of Canadian 15-year-olds on the Organisation for Economic Co-operation and Development Program for International Student Assessment in 1999. Reports equity outcomes (effect of socioeconomic status on performance) in Saskatchewan are better than in the other provinces or any of…

Questions positive effects of small classes on student achievement. Describes study using 1998 NAEP reading data to determine whether students in small classes do better than students in large classes. Finds that after controlling for several factors such as gender, students in small classes did no better in reading than students in large classes.…

Presents a cognitive theory of learning to read and examples of how its theoretical constructs can be measured. Measures of five phonological processing constructs were administered to 161 kindergarten children. Phonological awareness, naming speed, and letter recognition were the most frequent significant predictors of reading achievement in…

Assesses the reading achievement of two groups of first grade students receiving instruction with different reading strategies and philosophies. Finds that average and below-average students benefited from a consistent instructional format that utilized direct instruction, authentic literature, and integrated decoding strategies. (NH)

Considers the positioning of middle grade readers in standardized reading assessments, analyzing questions and tasks they encounter as they read and respond to standardized test items. Reading tests require children to show that they have understood and accepted a particular kind of positioning as readers. This analysis is contrasted with…

Examines two computer-based reading management programs that have been adopted in thousands of schools around the country, sparking ongoing controversies--Accelerated Reader and Reading Counts. Discusses school librarians' attitudes toward the programs; differences between the programs; costs; questions regarding long-term gains in reading…

Observes 32 British primary schools during the academic year 1999-2000. Celebrates effective whole-school strategies for literacy, and confident approaches to the National Literacy Strategy. Features schools where achievements in literacy, and particularly in writing, are less secure. Suggests that these schools often share a conscientious, but…