The study compared earlier identified (grades 2-4) to later identified (grades 5-8) learning-disabled students' test scores (Woodcock Reading Mastery Tests and Wechsler Intelligence Scale for Children) upon identification and over time in special education. No significant between-group differences were found at identification. Over time (two…

Describes three pairs of lessons in which the same skill taught to the same kinds of students by identically trained teachers result in noticeable differences in what students remember following instruction. Focuses on how student understanding of lesson content is influenced by relatively subtle differences in what a teacher says. (HOD)

This study extends the previous literature by identifying different subtypes of language disability within learning disabled children. Results indicate that six language subtypes can be derived and that they are both internally consistent and externally valid, being differentially linked to reading and math achievement over a three-year period.…

Despite large gains in reading proficiency by minorities over the past decade, Hispanic and Black children's reading levels remain significantly lower than Whites. This article examines the effects of parent educational level and family reading behaviors on minority and nonminority children. (Author/LHW)

Discusses research supporting the connections between (1) early reading proficiency and listening to literature at a young age and (2) the nature of children's interactions with books before they read and later reading achievement. Indicates that story telling in the classroom represents a critical link between literature and literacy. (JD)

Reviews the range of data gathered by the National Assessment of Educational Progress in 1984 concerning the reading and writing levels of 11th-graders. Discusses observable trends, differences between white and minority student scores, student perceptions about their reading and writing skills, and implications of the data for educational…

Reports the following information from a survey of secondary school students: the amount of leisure reading undertaken by students; the type of literature read; the effect of personal-, school-, and home-related variables on the variation in amount of time spent on leisure reading; students' sources of literature; and students' attitudes toward…

Compares the ability of children at three different levels to use analogy in reading both real and nonsense words. Shows young children can successfully use analogy to decode new words. (HOD)

Describes the long-term effects of a bilingual education program on the academic achievement of Mexican-American students in a predominantly Mexican-American school district. Examines program impact on reading and mathematics achievement over a six-year period. Analyzes the effects on achievement of four variables: preachievement, gender, age, and…

Describes the instructional materials and features that distinguish the Chicago model of mastery learning instruction from other models of mastery learning. Also describes innovative ways to examine the effects of mastery learning instruction, given that school data often are limited to norm referenced tests and are lacking in controls. (Author/GC)

A study of nearly 30 urban elementary schools indicates that school composition (including race and socioeconomic background, school social structure, and certain social climate variables) explains more than 83 percent of between-school variance in reading achievement and 65 percent in mathematics achievement. (Author/GC)

Concludes that reading interests of children were similar across achievement levels. Offers tips to help low-achievers choose recreational reading materials. (FL)

Introduces a collection of essays on literacy. Divides them into four sections: (1) attempts to define literacy and how it is valued in American society; (2) analyses of the development of reading skill; (3) assessments of reading and writing achievement in schools; (4) analysis of the critical issues in literacy instruction. (RDN)

Two studies of children learning to read (one before the introduction of phonics instruction, the other while phonics instruction was being given) found that error-target similarity increased with reading attainment. This suggests that while reading aloud, considerable knowledge of spelling develops independently of explicit use of phonics. (CMG)

This article describes two major issues of national significance in New Zealand: remediation of reading problems in young children and solution of the problem of meeting educational needs of urban minority groups, particularly students from urban Polynesian communities. (BW)