Teacher perceptions of students as influenced by differences in student gender are examined. Elementary school teachers' perceptions of students were assessed by their rating children in their classes on various dimensions. Results showed student ability/achievement are more potent in teacher perceptions than gender. (Author/GK)

Arithmetic and reading achievement scores of 84 children were correlated with power and precision of Bender Memory using the Bender Visual Memory Technique (BVMT). Of the 20 correlations, 16 were significant. Support for recommended use of the BVMT as a screening instrument for early assessment of arithmetic skill is provided. (Author/SJL)

Data collected on 25 ways teachers interact with first-grade students participating in reading groups within intact classrooms were analyzed with class mean analyses and two types of within-class analyses. A large number of statistically significant relationships occurred only at the student-within-reading-group level. (Author/GK)

A stratified sample of library books in an English junior school were analyzed in comparison to students' reading ages and interests. Findings indicated that the readability level of most books was too high and that a negative correlation existed between children's professed interests and the subject matter of library nonfiction. (Author/SJL)

The purpose of the study was to examine the vocabulary and syntactic structures in an adapted "classics" series used by J. Anken and D. Holmes (1977) with deaf children. (Author/SBH)

Measures of visual perception, such as the Bender Visual-Motor Gestalt Test (BVMGT) usually require motoric responding, i.e., drawing of figures. An alternative test, the Non-Motoric Visual Gestalt Test (NVGT), is compared with the BVMGT and shown to be superior in measuring visual-perceptual abilities that can discriminate poor and average…

The article reports on the preliminary findings of a study of 392 Australian kindergarten children to determine which tests are the most predictive of later reading ability and disability. (Author/DLS)

This study investigated age trends in children's explanations of their own academic successes and failures. Ability attributions for success and failure in reading were more effectively predicted by reading attainment in older than in younger children. Perception of own attainment was more accurate in older children. Sex differences were also…

Describes the teacher's center created in the Memphis (Tenn.) schools to provide inservice education on reading instruction. (HOD)

States that many American children have difficulty learning to read (44% read below grade level). Explains the viewpoint of the phonics group and what those involved with whole language believe. Calls for dispassionate inquiry into how to raise reading levels, instead of the battle of the two methodologies as exists now. (PA)

Discusses aspects of "First-Grade Studies" and education in the 1960s. Addresses the research questions in the study: to what extent various teacher, class, and school characteristics are related to first grade spelling and reading achievement; which approach to teaching reading is superior; and whether any program is uniquely effective or…

The six chapters of this theme issue explore data collected by the International Association for the Evaluation of Educational Achievement to investigate crucial issues in reading comprehension. Simultaneous analysis and conjunct analysis are used to examine models as structured combinations of factors in the search for relationships among…

States that children with hyperlexia who learn to read spontaneously before age five are impaired in reading and listening comprehension but have word recognition skills well above their measured cognitive and linguistic abilities. Administers phonemic awareness measures to three early readers. Finds that all three children's phonemic awareness…

Determines the impact of a literature-based program integrated into literacy and science instruction on achievement, use of literature, and attitudes toward the literacy and science program. Finds that literature/science group children scored better on all literacy measures than literature-only group children, who scored better on all measures…

Finds that third and fifth graders were able to select characters containing the correct radicals (a component of Chinese characters that provides information about the character's meaning) even when the characters as a whole were unfamiliar to them. Finds that good readers displayed more awareness of radicals than poor readers. (RS)