Three components of the Detroit Emergency School Aid Act (ESAA) Basic Projects are evaluated here: (1) Individualization of Instruction: Elementary and Middle School Sub-Component; (2) Total Curriculum Reading Thrust: Elementary and Middle School Sub-Component; and (3) Parent Training: Home Curriculum Specialists and Assistants Sub-Component. All…

The goal of the High School Reading and Communication Skills Component of the Detroit school desegregation plan was to improve students' reading and communication skills. The program was an integral part of the English curriculum and employed instruction focused upon specific objectives at each grade level. Support services were provided in each…

The procedures used to establish the validity of the Minnesota Reading Assessment (MRA) are described in this paper. The MRA is described as a measure designed for use with students in community colleges, business schools, technical schools, and other secondary and postsecondary training institutions in order to measure student competence in…

Basic skill performance levels of third-, fifth-, seventh-, and tenth-grade students attending schools in the Appalachian School Districts of Kentucky are reported and discussed. School district scores on the reading, language and mathematics subtests of the Comprehensive Test of Basic Skills clearly show that children in most Appalachian school…

Person fit in the Rasch one parameter model is investigated. The first set of data deals with grade 3 students responding to the mathematics computation and reading vocabulary subscales of the Comprehensive Test of Basic Skills Forms (CTBS/S). The second set of data deals with grade 3 students responding to the Basic Skills Assessment Program…

After employees of private firms completed several rapid reading classes and achieved remarkable gains on the Nelson-Denny Reading Test, the question was raised as to whether the increases in scores were due to the increased number of items attempted on the posttest. A preliminary analysis indicated that students attempted an average of 14.6 and…

The second in a series concerning some implications of learners' cognitive style for the development of reading competence, this paper explores the relationships between cognitive style and reading achievement, with attention to such factors as the stability and flexibility of cognitive style functions. The paper discusses J. E. Hill's concept of…

A study was conducted to test the revisionist theory which holds that students are channeled into good or poor reading groups, depending on the socioeconomic status of their parents as perceived by the teacher. The theory also maintains that there is a detrimental lack of mobility between groups within a given class and from grade to grade. The…

Recent research findings have shown a positive relationship between achievement and the amount of time students engage in learning activities. Since the greatest percentage of class time is allocated to seatwork, with worksheets being the most frequently used activity, a study investigated the effects of using three types of worksheet tasks on…

Reading is comprehension, it is a complex network of interrelated skills, and it involves several levels of thinking, but in a holistic rather than in a molecular response to the text. The practice of reading based on this theoretical understanding involves identifying levels of comprehension; noting that levels of comprehending are not strictly…

Data on 17 first grade teachers and 305 students in 45 reading groups were used to examine the relationships between teacher behaviors, their classification of their students, and student reading achievement. The teachers were asked to rank their students on six characteristics: confidence, obedience, extroversion, good seatwork habits, teacher…

A study was undertaken to create and validate a diagnostic, task-based Informal Reading Readiness Inventory (IRRI). IRRI subtests were created to reflect four areas found to be important in reading readiness: awareness of self and media, language experience, reasoning, and phonics. Prereading curriculum components formed the basis for test item…

A BIBLIOGRAPHY OF RESEARCH STUDIES ON KINDERGARTEN EDUCATION REPORTED BETWEEN 1923 AND 1964 IS DIVIDED INTO FOUR ANNOTATED SECTIONS. THE FIRST LISTING DEALS WITH VALUES IN KINDERGARTEN EDUCATION--AS A FACTOR IN ADJUSTMENT, ACHIEVEMENT, AND PROGRESS IN ELEMENTARY SCHOOL, AS A FACTOR IN READING ACHIEVEMENT AND IN PREDICTION OF READING SUCCESS.…

ELEMENTARY READING CENTERS FOR THE YEAR 1962-63 SERVED MORE STUDENTS OF AVERAGE ABILITY THAN STUDENTS OF HIGH OR LOW ABILITY. AVERAGE READING GAIN PER STUDENT WAS NOTED AS APPROXIMATELY 1 YEAR. NAMES OF INTELLIGENCE TESTS AND ACHIEVEMENT TESTS (BOTH SILENT AND ORAL READING) AND THE NUMBER OF TIMES THEY WERE USED ARE GIVEN. STUDENTS CAME FROM…

THE 3-YEAR CRAFT PROJECT, COMPARING READING APPROACHES IN FIRST-GRADE TEACHING, STUDIED THE SKILLS-CENTERED APPROACH AND THE LANGUAGE-EXPERIENCE APPROACH. ABOUT 1,372 DISADVANTAGED CHILDREN IN NEW YORK CITY PARTICIPATED. THE RESULTS OF THE FIRST-GRADE STUDY AND THE PRELIMINARY RESULTS OF THE SECOND-GRADE STUDY WERE REPORTED LAST YEAR. THE RESULTS…