Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…

Cites examples that show that schools do make a positive difference and that reading scores have not declined. (MKM)

Rural Brazilian first graders who read stories about their local environment performed better than their counterparts who read stories with urban settings. (MKM)

Study habits and memorization strategies were found to differ in fourth grade good readers and poor readers. The good readers also achieved higher recall. With training in efficient mnemonic strategies, however, the poor readers performed as well as the good readers. (GDC)

Study investigated efficacy of predicting academic achievement as measured by the WRAT, using Verbal and Performance scores of WISC-R as predictors. Both tests were given to 155 children referred for psychological evaluations. Performance IQ did not significantly predict academic achievement, and Verbal IQ significantly predicted only Reading and…

Thirty-six conduct problem first graders were randomly assigned to either a special class of eight children or regular classes. (Author)

This study supports the premise that children's attitudes toward reading and concepts of themselves as readers reflect their classroom status as readers rather than their actual reading ability. Compared were six of the poorest readers from a high-achieving class and five of the best readers from a low-achieving class. (BF)

To aid in the early identification of potential learning disabled children, the predictive efficiency of three kindergarten measures (a reading readiness test, a reading achievement test, and a teacher rating scale) for 87 children was correlated with first grade achievement. (Author/CL)

The Group Reading Inventory (GRI) is a reading evaluation tool that can survey an entire class of students at the same time. A testing sequence using GRI that allows teachers to identify the functional reading levels of most students in three short examination sessions is presented. (RM)

Examines the relationship between pre-school reading and reading achievement among 343 seven year-old students. Pre-school reading scores were significantly related to word matching ability, concepts about print, letter identification, word reading, and oral vocabulary. (RKM)

School effectiveness indices based on regressing achievement test scores onto earlier scores and a socioeconomic status measure were obtained for South Carolina students in grades one to four. Results were unstable across grades, and grade-to-grade correlations were more significant for mathematics achievement than for reading. (Author/GDC)

Examination of the accuracy of principals' judgments of teacher performance as predictors of teacher effectiveness revealed positive correlations in three teacher roles and students' gains in arithmetic and reading. (Author/CB)

Because reading levels of hearing-impaired students computed on reading tests developed for hearing students may vary considerably depending on the test used, this article summarizes the research in this area and suggest ways parents can evaluate their child's rate of progress in reading in ways other than using reading levels. (Author/DB)

Investigates monolingual Spanish-speaking children's acquisition of Spanish orthographic structure. Results indicate that the students' decoding skills and their later reading achievement are not significantly related. (Author/CB)

Longitudinal study investigated the relationship between print awareness and reading during the reading acquisition process of children from kindergarten through first grade. Results indicate that while print awareness plays a role in children's transition towards literacy, that role is entwined with the role of other reading knowledge and skills.…