This investigation demonstrates the validity of the Sheppard School Entry Screening Test (SSEST) as an early indicator of reading problems. This screening device provides good predictability across the entire range of reading ability and is particularly effective at forecasting the poorest readers. (Author/AL)

Offers eight activities designed to promote positive reading attitudes in elementary school students. (FL)

Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction. (Author/GK)

The evaluation of the reading programs in the Eugene, Oregon, public schools is described. Emphasis is placed on the eclectic approach to reading in the district prior to the evaluation and on the effect of using staff members as evaluators in their own district. (CTM)

Describes an experimental project where taped stories were presented to secondary pupils for their formal responses. Responses were correlated with age, IQ, and reading ability. In general, older students had higher appreciation and awareness scores, independent of any formal ability factor. Texts of these Australian stories are appended.…

A study investigated the relationship between scores on individual and group cognitive measures and those on achievement tests for disadvantaged first grade students. (FL)

Prekindergarten children were given a perceptual discrimination task using letterlike forms and their transformations. The magnitude of the relation to subsequent achievement in reading varied according to the difficulty of a transformation. More easily discriminated transformations were associated with higher correlations. Patterns were similar…

This study sought to replicate findings from a clinical sample of boys with two normal day school samples, ages 9-10 and 13-14. Results showed a significant interaction effect only for the older group. (Author/SJL)

Participation in any one of four types of composition courses or two types of reading methods courses failed to increase college students' reading comprehension or vocabulary development or to change their attitudes toward reading or writing. (MKM)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

The scores of 60 first graders on the Concepts about Print Test (Sand) indicated that above-average readers were superior to below-average readers in print-direction concepts, letter-word concepts, and advanced concepts about print. (Author/MKM)

Findings of a study of children's reading errors indicate that proficient readers concentrate on sense and grammatical flow rather than on graphic and phonemic aspects of print. The findings suggest that low ability readers should be helped to fixate less on the physical aspects of print and more on meaning and grammatical flow. (AEA)

Discusses background information about the deaf that may be useful to reading teachers working with older deaf students; suggests additional sources of information on sign language and reading instruction for the deaf. (MKM)

The effects of a Teacher Corps training program on the classroom skills of graduates, and the relationship of classroom process variables to pupil growth in reading and self-concept are examined. (JMF)

Four experiments were carried out to examine the different recall strategies employed in a diagnostic test of visual sequential memory. The principal implication of the results is that good and poor readers may not differ with respect to visual memory but in their ability to employ a verbal labeling strategy. (Author/KC)