The visual behavior under both static and dynamic viewing conditions was examined in a group of 13-year-old successful readers, compared with a group of the same age retarded in reading. Research supports the notion that problems of dynamic binocular vision and control while reading are important. (Author/KC)

The influence of selected teacher centers components on student academic achievement is examined. Differences in teacher self-ratings on effectiveness, teaching style, and use of teacher education resource materials are also examined across treatment groups. (JMF)

The cognitive patterns of 58 "retarded" and 38 below-average readers were compared with controls, according to Luria's simultaneous and successive modes of information processing. Factor Analysis showed different cognitive patterns for disabled and nondisabled readers. Reading skills, rather than cognitive ability, were shown to be…

Teachers' verbal behaviors following oral-reading errors of primary-grade children were contrasted for high- and low-ability readers. Teachers were more likely to interrupt poor readers who erred than good readers. The types of interruptions also differed as a function of reading ability level. (Author/GDC)

Data from seven large urban areas are examined to determine the relationship between neighborhoods with a high incidence of poverty and social disorganization and low reading achievement. (ST)

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Thirteen New York City third graders and 72 sixth graders completed a state reading test and the Learning Style Inventory (LSI) by Dunn, Dunn, and Price. Eleven LSI variables accounted for significant differences between high and low achievers in reading. Variables include preferred learning environment, learning modalities, and personality…

Presents preliminary data from a study of the effects of supplementary instruction given by teachers and by paraprofessionals on the reading and mathematics achievement of inner-city remedial students. Concludes that no differences in achievement were attributable to type of instructor. (FL)

Describes the development of an instrument that identifies what children who are just beginning first grade reading instruction know about the written language code and relates this knowledge to beginning reading achievement. (HOD)

Analyzes eight variables in diagnostic tests to determine which are the most predictive of reading levels and then discusses how much each variable adds to this prediction and whether the answers are equally applicable to grades three, six, and nine. (FL)

Discusses the gap that exists between teachers' and administrators' perceptions of reading instruction; advocates cooperative goals with respect to the reading process and the measurement of student achievement. (MAI)

A survey of more than 2,000 secondary schools has found that basic skills in reading and math are just as good in unstreamed schools as in those using ability grouping and that exam entries in mixed-ability schools are often higher. (Author)

In a replication of two studies, the author found that sixth and eighth graders performed comparably to their counterparts of 60 years ago on reading comprehension and vocabulary tests. (MKM)

One hundred and eighteen first graders with reading difficulties were given tutoring as a step toward distinguishing difficulties caused by basic cognitive deficits from those caused by experiential deficits. Results are consistent with research suggesting that reading problems for some poor readers may be caused primarily by phonological…

Finds that the Reading-for-Meaning Scale (first standardized in 1979) shows no drop in reading standards among 7- to 12-year-olds, but shows a widening performance gap between middle-class and low-income schools. Attributes this gap to segregation of schools based on socioeconomic status. Suggests that primary teachers do as good a job as they did…