This survey compared remedial reading students' grades in introductory college courses with their performance in the remedial reading program. The introductory college course grades of the following three sets of students were examined: students who had successfully completed remedial instruction, students who had received a "D" grade or lower,…

The third year assessment (1975-1976) of the Massachusetts Right to Read Effort consisted of evaluations from participants in regional training workshops and from local school systems. Generally favorable reaction to the program was noted, although the local school systems noted some weak areas. As a result of these and other evaluations, fifteen…

In reevaluating issues involving the effective teaching of reading, this paper considers formal versus informal education, the pace of instruction, the difficulty of reading materials and the criteria that are used to match the text to the student, attention span and its relation to academic achievement, the effectiveness of instructional grouping…

The National Assessment of Educational Progress has now completed two major assessments of reading. The first took place in the 1970-71 school year, the second during the 1974-75 school year. Both assessed the achievement of students aged nine, thirteen, and seventeen. This report focuses on the results of these two assessments, comparing changes…

In order to facilitate the design of a secondary reading program which would be creative and relevant in its structure and content, this descriptive study randomly sampled students from a population of approximately 600 suburban Illinois high school freshmen. The needs of these students were investigated by means of several perceptual inventories,…

Secondary analysis of the International Association for the Evaluation of Educational Achievement findings suggest early school entry results in higher mathematics achievement, but not reading or science achievement, as measured at ages 10 and 13. Possible explanations lie in developmental learning sequences, variations between homes and…

From Educational Leadership Research Supplement, volume 2, number 4, March 1969.

A study explored the relationship of interest in story content, external incentives, and reading level to elementary school children's reading performance. The subjects, 75 fifth grade students who were either average or below-average readers, were asked to rate the content of five stories from "most" to "least" interesting and were then assigned…

Most educators argue that the time children spend watching television detracts from their homework time and leisure time reading, that television watching cultivates skills different from those needed for print literacy and encourages preference for its easier means of acquiring information, and that television content is often nonintellectual and…

The Self Description Questionnaire (SDQ) is a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson's hierarchical model. Fifth and sixth grade students completed the SDQ and several other instruments. Factor analysis of their responses clearly demonstrated the seven factors that the SDQ was…

Evidence exists that reading achievement can be measured simply and validly by having students read aloud for one minute from vocabulary lists drawn from their basal reading series. Direct and frequent measurement of student performance using this procedure provides a means for continuously evaluating a student's instructional program. The present…

In an effort to provide maximum support for the reading success of its students, a primary school in a rural, coal mining area simultaneously developed a family reading program and a sustained silent reading (SSR) program. The major objective of the family reading program was to encourage parents to read to their children for 15 minutes a day,…

Results of a pilot follow-up study conducted on Spanish dominant students in transition from bilingual programs to English only instructional settings was reported. The sample group was predominantly Mexican American and native Mexican students. Three types of data were collected: individual scores on Comprehensive Test of Basic Skills (CTBS),…