The relationship between reading achievement, class placement, and self-concept was investigated with three groups of educable mentally retarded (EMR) male children between 102 and 144 months old: 30 Ss enrolled full-time in a special class, 30 Ss enrolled in the fourth grade regular classes, and 30 Ss integrated in the regular fourth grade…

This report is an evaluation of a New York City school district educational project funded under Title VII of the Elementary and Secondary Education Act of 1965. The project was designed to offer bilingual instructional and supportive services to 9th and 10th grade Hispanic students. Its objectives were (1) to increase student performance on the…

This paper examines two variables associated with school learning: time spent in learning and opportunity to learn. The paper was prepared from the data gathered from investigations undertaken at the Australian Council for Educational Research as part of the international studies of achievement in mathematics and science. The Mathematics Project…

This journal summarizes the information presented in the final report of Project BR-5-0391, Grant OEG-32-20-0450-1032 of USOE/DHEW. Four reaction papers are presented. The 745-page report is available through ERIC (ED 014 406).

The concept that a child's potential reading level can be measured via listening comprehension has at least one major shortcoming: it is of doubtful worth for children in grades one through three. First, reading comprehension and listening comprehension are not approximately equal early in a child's schooling. In fact, it seems that they generally…

The National Assessment of Educational Progress (NAEP) is a stratified random measure to systematically sample the performance of three age groups in a variety of subjects so that generalizations can be made to the United States as a whole. Past NAEP mean total reading scores have indicated that, in general, girls read slightly better than boys,…

The study investigated the influence of the teacher-pupil interaction on the learning of 50 fourth grade children in an 8 month remedial reading situation. The extent of gain in reading achievement was compared for the following experimental groups: Ss receiving formal teacher-pupil tutoring sessions; Ss receiving contract teacher-monitoring…

There is ample theoretical and experimental evidence showing the positive impact of interest on academic achievement to suggest that college administrators might be well advised to include "expressed interest" in test batteries designed to facilitate the accurate placement of students in particular courses and curricula. J. Dewey was the…

This evaluation study was conducted to determine the impact of the Title I project and its relationship to the district educational program. The achievement gains by grade levels of students who participated in Title I were presented on graphs in normal curve equivalent (NCE) units. The positive impact of the program was illustrated by NCE gains…

Sixty-six children from average and low-ability reading groups in grades one through five participated in a study of the effects of vocabulary instruction on reading comprehension. The children were pretested for their ability to identify words and to supply meanings for the new vocabulary words in the next basal reader story they encountered. The…

Two studies were conducted to test the view that the early reading difficulties experienced by boys result from a "difference" in the way they use language, not their "deficit" in language ability. The first study replicated previous findings that young boys outperform young girls in receptive language ability although they perform less well in…

The Minnesota Reading Examination for College Students and the Minnesota Speed of Reading Test were administered to 865 University of Minnesota freshmen in 1978. When these test results were compared to the scores on the same tests that 1,313 freshmen and 4,191 high school seniors received in 1928, the 1978 students scored significantly lower than…