Sixty seventh and eighth grade students participated in a study that investigated students' viewpoints and attitudes toward reading and the relationship of each of these to their reading achievement. The reading ability of the subjects was determined by scores on the reading subtest of the Stanford Achievement Test, and attitudes toward reading…

To determine the effect of parental influence on students' reading achievement, a study surveyed parents of two eighth grade classes from two different middle schools in an urban area. The 18-item survey consisted of general information regarding parents and their children, and dealt with the parents' outlook on reading and their interpretation of…

A study (conducted in suburban central New Jersey using 218 second graders' California Achievement Test (CAT) scores from 1986-1988 compared the effectiveness of two well-known reading programs. Results indicated that although there was no statistically significant difference in the scores, the mean difference suggested that children who were…

Research studies investigating group differences in academic achievement consistently document lower scores for blacks than for whites, who typically score about one standard deviation above their black counterparts. Many controversial explanations for black achievement deficits have been advanced, ranging from cultural deprivation to inferior…

This study examined the relationship between test results of students in PRIMETIME first-grade classrooms in Indiana, and the Smith and Glass (1979) class size/achievement model. The class size/achievement model shows the results of a meta-analysis of research on class size which indicated that as class size decreases, achievement increases. The…

This report describes the development and norming of parallel forms of the Air Force Reading Abilities Test (AFRAT) which have been designed for Air Force use as replacements for commercial reading tests. A previous study on service applicants found considerably divergent reading grade levels (RGL's) from different commercial tests for subjects of…

The purpose of this study was to (1) ascertain the perceptions of teachers using volunteer aides and (2) to investigate the effect of the use of volunteer aides on student achievement when comparing anticipated achievement with actual academic achievement. The population included elementary school teachers and 169 student from 2 elementary schools…

The reciprocal relationship between self concept and academic achievement was investigated using a two-wave, two-variable, multiple-indicator design. The Self Observation Scales (SOS) and Stanford Achievement Test (SAT) were used to measure self concept and academic achievement, respectively. A sample of second grade children and their families…

The validity of the equipercentile hypothesis of the Title I Evaluation and Reporting System (TIERS) norm-referenced evaluation model was examined. The California Achievement Test, Reading, was administered as a pretest and posttest to 3,224 seventh and ninth grade students. The equipercentile hypothesis predicts that the posttest percentile…

The Kansas Minimum Competency Testing Program is designed to provide the public, the Kansas State Board of Education, and the Kansas legislature with descriptive profiles of student performance relative to minimum competencies in reading and mathematics. Results of the 1982-83 assessment are presented in this report. Included are overall test…

North Carolina students taking statewide achievement tests in grades 6 and 9 were ased two questions about the amount of time they spend doing homework: how much time do you spend doing assigned homework, and how much time do you spend doing work which is not assigned or required by the teacher? The results were compared with their scores on the…

By examining the full range of uses of the cloze procedure, this book intends to help teachers use the procedure to better understand the reading behavior of their students and to assist their students in making reading progress. Chapter 1 defines the cloze procedure and discusses the similarities and differences in reading processes when using…

First grade students participating in a year-long Head Start Follow Through Program achieved significantly higher reading scores than former Head Start students not given the Follow Through Program. (JH)

This study examined the relationship between observed classroom behavior (teacher-pupil interactions) and reading achievement. An elementary school reading teacher and six students with different coping styles were observed six times in each of 41 classrooms during the school year. Pretest and posttest reading scores, a measure for socioeconomic…