Good readers and poor readers (aged 7, 9, and 11) responded to stimuli matchable by physical similarity (e.g., A-A) or by name (e.g., A-a). The lack of a significant age or reading competence interaction with the type of match was interpreted as an inability of the poor reader to reduce required visual processing through anticipation. (Author/CP)

Explores some ways in which teachers can direct the efforts of parents so that children gain the best possible advantage in learning to read. (Author)

Responds to an article by S. Alan Cohen on oral language deficiency and its relation to reading failure, and concludes that reading achievement and reading failure are largely determined by cognitive and communicative strategies that may be socialized differently in diverse social and ethnic groups. (JM)

The influence of the Athens (Georgia) Tutorial Program upon the academic achievement of 256 low socioeconomic students in grades 3-8 was studied. The study covered a 3-year period. Results showed the positive impact of the program, but accurate evaluation was not possible because complete records were not available. (JAZ)

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

Upper-elementary behavior disordered (BD) students served as reverse-role tutors in two studies. In Study 1, BD tutors (N=10) and nonhandicapped first-grade tutees performed significantly better on reading achievement than controls, while self-esteem remained constant. In Study 2, gifted peers (N=30) had more positive attitudes toward their 10 BD…

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)

Investigated the impact of parents' counseling groups on children's reading attitudes and achievement. Covers the areas of: feasibility of parental counseling and effects of parental counseling on low achieving children, children's self-concepts, and children with reading difficulties. (ABB)

Describes the use of learning contracts in developmental reading classes. Outlines the basic tenets of contract design, and provides details and examples of non-negotiable, partially negotiable, and more negotiable contracts. Notes the possible gains of an independent/self-monitored approach and offers several management tips and cautions. (MM)

Argues that the tests used to measure reading achievement do not reflect recent advances in the understanding of the reading process, and that effective instruction best can be fostered by resolving the discrepancy between what is known and what is measured. (FL)

Indicates that instructional improvement results when the principal and the teacher undertake cooperative planning and goal selection. Presents such a building-level effort at Richland Elementary in Richardson, Texas. (JK)

Considers the following for students of various ethnic and linguistic backgrounds: (1) distribution in schools with different achievement levels; (2) how they relate to reading and math achievement; and (3) what school characteristics determine achievement in grades three, six, and twelve. All public elementary and high schools in California were…

A naturalistic investigation was conducted to describe the relationships among participation structures, reading activities, student engagement, and subsequent student achievement in reading lessons taught by student teachers and experienced teachers. Results are presented. (Author/MT)

Reviews recent research suggesting that teachers may unintentionally perpetuate social class stratification during reading instruction. Explores possible solutions to the unequal treatment of social classes during reading instruction. (HTH)