The effects of a model resource program on the reading skills of handicapped children were assessed in comparisons between handicapped students who participated in the model program and similar students who participated in the resource center program before the model was implemented. Reading skills were assessed at the beginning and end of the…

The six levels of understanding used to compare the skills of achieving and nonachieving readers investigated in this study were taken from the cognitive domain of Bloom's taxonomy of educational objectives. It was hypothesized that there is a significant difference, favoring achieving readers, between mean total scores of achieving and…

The effects of an extended, individualized reading program on vocabulary, comprehension, and total reading skills were investigated in a sample of 39 underachieving, black seventh-grade pupils. No significant differences were found between experimental groups and control groups on any of the measures of reading achievement, but the experimental,…

This report discusses the fourth year of a remedial reading program for disadvantaged second-through-fourth-grade pupils. Separate sections deal with program goals and objectives; selection of participants; reading resource centers; measurement and analysis of reading achievement, self-concept attitudes toward reading, attendance, and parental…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, includes a discussion of the relationship of classroom observations and effectiveness in the phase two sample of noteworthy…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, focuses on the reclassification (according to funding) of the 92 schools originally categorized as unclassifiable, reporting…

This study examined the prediction of reading achievement for 144 second-, third-, and fourth-grade children in classrooms differing in program openness. Intercorrelations of nine cognitive and personality variables were factor analyzed, and four components representing creativity, conceptual tempo, attitude, and intellectuality were extracted.…

This study compared reading-achievement scores, reading-attitude scores, and self-concept scores of fourth- and sixth-grade students of different ability levels who were taught reading with and without the use of a management system. Results indicated that fourth-grade students with STEA scores of 95 or below had better reading achievement and…

The usefulness of the Structure of Intellect Learning Abilities Test for predicting reading and arithmetic achievement of elementary school pupils as measured by the Iowa Tests of Basic Skills was investigated using regression analyses. The Structure of Intellect test performed generally as predicted. (Author/JKS)

Instructional time, especially time on task, appears to have a positive relationship to academic achievement. (MKM)

Reading comprehension and vocabulary scores, and verbal and nonverbal IQ were significantly related to both simultaneous and successive processing ability in fourth grade Canadian boys. High levels of both types of processing ability are necessary for high achievement; high levels of one type only will result in moderate achievement. (Author/GDC)

Construct validity of Survey of Reading Attitudes was investigated through a principal-factor analysis of the 88 items comprising the scale, along with measures of scholastic aptitude and reading skills (vocabulary and comprehension). Sample included 600 students selected so that 200 were obtained from each of the three intermediate grades.…

Twenty-one variables from the Texas Teacher Effectiveness Project Coding System were factor analyzed for morning whole class data, afternoon whole class data, and reading group data. Resulting factor scores were correlated with achievement gains. Although significant correlations were few, differences existed between lower and higher social status…

The direct and indirect effects of neighborhood characteristics on school-level reading achievement were investigated via path analysis in this study. Race, family structure, income, and neighborhood density were among the variables investigated. (Author/JKS)

Suggests sources of information on minimum competencies and minimal competency testing, including publications and conference proceedings, policy statements from professional organizations, and resource lists available from various organizations. (MKM)