A study explored the construct of phonological awareness by examining the effects of different instructional treatments on the development of generalized phonological skills, reading, and spelling. The effect of phonological instruction with kindergarten children who might be expected to have more than average difficulty learning to read in first…

The Comprehensive Adult Student Assessment System (CASAS) database for San Diego County reported in this document includes demographic and reading appraisal data collected during 15 months through April 1990 for more than 60,000 students in 6 diverse programs. Some of the findings resulting from analysis of the database include the following: (1)…

A practicum addressed the cognitive and affective needs of underachieving fifth grade students in a suburban school in southwest Florida. Twelve fifth grade students (the target group) were paired with same age tutors who provided supplemental reading instruction four times a week over a 12-week period. They also participated in weekly…

A longitudinal study was conducted to compare the reading achievement of students involved in the Right-to-Read Project with that of those not involved in the project. Specifically, to assess the long term effects on pupils whose parents participated in a program stressing parent involvement in the learning process, measures of the achievement of…

Designed to assess a reader's achievement in various reading skills for the purpose of instructional placement, the instrument contains three forms (A, B, C), each of which contains 50 items. The items test comprehension of idioms and direct statements, with emphasis on drawing inferences. Administration time for each test is 25 minutes. (This…

Concludes that learning to read well is related to attitudes in the child's cultural group. (RB)

Indicates that i.t.a. can be an effective tool in teaching bilingual Mexican-American children to read. (RB)

The report evaluates the Non-Public Schools Learning Resource Centers Program, an approach to providing remedial reading and mathematics instruction to Chapter 1 eligible students who were underachieving in math and/or reading and whose difficulties had not been remedied by normal school services. The program featured pullout services in…

This report on a study of the first year of implementation of the Portland Reading Recovery Program assesses the current status of the program in terms of program planning, teacher outcomes, student outcomes, and parent involvement. Following preliminary data about the 91 first graders and their teachers who were involved in the program, the…

A practicum addressed the problem of achieving reading speed and accuracy along with reading comprehension in an eighth grade remedial class, by implementing short timed reading passages and teacher-made speed tapes. Eleven students were pretested and posttested with the Gates-MacGinitie reading test in comprehension, speed, and accuracy. The…

The Des Moines Plan (DMP) is described, which is a comprehensive kindergarten through grade 12 program designed to improve and strengthen students' reading, writing, and mathematics skills. The program was implemented during the fall semester of the 1986-87 school year. The DMP adopted the instructional model implemented by the Chapter 1 program…

This review of literature on stress and reading disabilities covers some affective research and theoretical footings. The research is considered in terms of historical research foundations (up to 1979) and recent research findings (1979-1989). The literature relates emotional stress either as cause, effect, or a concomitant aspect of reading…

The Chapter 1 Developer/Demonstration Program: Learning To Read through the Arts (LTRTA) was developed to offer intensive reading instruction to eligible New York City students through the integration of a total reading program with a total arts program, from October 1984 to June 1985. Evaluation of the program showed the following: (1) that all…

A study examined the relationship between children's out-of-school activities and their reading achievement. Subjects, 155 fifth graders from a village school and a small city school in Illinois, recorded on daily activity forms how many minutes they spent on a wide range of out-of-school activities. Forms were completed for periods ranging from 8…

The problems inherent in the use of norm-referenced achievement tests in evaluating reading comprehension may be alleviated through the use of a criterion-referenced, cloze type test. The Degrees of Reading Power (DRP) Test, published by the College Entrance Examination Board (1980), was designed to measure students' ability to understand English…