This review of a previous article (TM 503 836), concludes that: (1) the evaluation methodology was straightforward; (2) simpler data analysis would have yielded the same conclusions; and (3) exclusion of many experimental schools from data analysis and use of post hoc matching and covariance produced misleading results. (CP)

Addresses the relationship between instruction and achievement. Presents the results of a study in which the variations in classroom instruction in both reading and mathematics are described and related to variations in student achievement in those subjects. (Author/MLF)

This article focuses on a demonstration project that was developed to investigate the effects on reading achievement, self concept, attitudes toward school, and behavior of the participants (low achieving third and fourth grade tutors and first and second grade tutees). (Author)

The consistency and variability of reading test performance was examined with 243 sixth grade students in a New York City public elementary school. (IM)

Kindergarten measures of intelligence, auditory perception, visual perception, and associative learning were used to predict three aspects of reading achievement (word attack, word recognition, and comprehension) at the end of Grades 1, 2, and 3 for 79 Ss. (Author)

The relationship between self concept and comparative achievement rating was studied in 159 underachievers in self-contained classrooms. When achievement rating was considered, both reading and mathematics achievement were significantly related to self concept. When comparative achievement was not considered, only reading achievement was related…

Three hundred fifty-nine pupils in grades four through six were given a supplemental guided discovery mathematics program designed for Special Elementary Education For the Disadvantaged (SEED). The guided discovery group improved approximately twice as much as the control group in arithmetic computation, concepts, application, total score, and in…

Finds four correlations between anxiety state/trait, type of practice, and reading comprehension: ego-involving instructions increase the anxiety state of students with high-anxiety traits; students with low-anxiety traits demonstrate superior reading comprehension; low-anxiety states produce higher comprehension test scores; distributed practice…

Describes "Easy Steps to Reading Independence" (ESTRI), a new phonics-linguistics approach. Provides field study data that show statistically significant advantages for ESTRI in eight out of fourteen cases. (RL)

Estimates of reading ability for second through fourth grade Title I pupils were obtained through grade-level and out-of-level testing. Results show that the method of testing affects the students' scores, the identification of pupils needing remedial reading instruction, and evaluation of the reading program. (JKS)

Relationships between cross modal functioning and reading achievement are examined and the available hypothesis concerning intersensory functioning and their concomitant educational implications are discussed. (HOD)

This background article provides a general discussion of the possibilities of teaching preschool children to read in one or more languages. If external stimulation can match the rapid inner development of young children, rapid and extensive learning can occur. (CHK)

Describes successful black schools where students do read at grade level. (MKM)

Shows that strategies designed to help students identify their personal values improved students' self-concepts and reading achievements. (RL)

Many changes in schools and teacher training must be made before honest accountability of teachers can become a reality in the reading and language arts instruction of black children. (MB)