Examines data from the 1979-80 National Assessment of Reading that reveals that television as external stimulation is beneficial to some groups of students yet detrimental to others. (HOD)

Outlines statistical data relating to eight educational indicators that show aspects of education that measure the state of public schools. (MD)

Data generated through the National Assessment of Educational Progress's regular and special reading assessments during the 1970s indicate that the reading performance of historically lower-achieving students has risen considerably. Unfortunately, the significance of the data has not been fully explored by the news media. (PGD)

Teacher's instructional strategy was a factor in determining student's classroom status. Three classrooms using different types of instructional strategies were studied. Differences existed in acquired academic and social status of pupils who participated and were attended to; cognitive level of pupil reponses attended to by classmates; and…

Focuses on reading in the school domain and concludes that achievement in reading results from a combination of maturation, exposure, and instruction. Assesses the limits an successes of the instruction of reading in the U.S. and makes cross-national comparisons. (RDN)

Classroom teachers identified all the decisions they made in order to teach reading effectively and then ranked the three they considered most critical to student reading achievement. Results showed that placement decisions were viewed by teachers as primary, followed by decisions relating to student needs and those concerning program improvement.…

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

Within-class regression is a method, developed in this paper, of comparing a large number of nonequivalent groups. This study indicated that within-class regression was a less biased method of data analysis and will yield more accurate estimates of treatment effects than analysis of covariance. (PN)

Describes "What Works in Reading?," a study of the variables that contribute to reading achievement. Provides an analysis of the study's impact, and examines why its findings were translated into policy. Isolates and discusses factors associated with research utilization. (CMG)

A survey of 120 fifth- and sixth-grade children indicates that the number of hours spent viewing TV is significantly related to perceptual passivity; that a negative correlation between perceptual passivity and reading achievement is not indicated; and that a negative correlation between the number of TV viewing hours and reading achievement does…

Faced with students with reading problems and a budget which would not cover the hiring of a reading specialist, instructors at Thames Valley State Technical College (Connecticut) developed a successful remedial reading program of their own. This article discusses how the program was developed and reports that over the past six years it has…

The data gathered from the "MMGW" ("Making Middle Grades Work") network schools support the importance of teacher expectations found by other research. Of the four relationships between teacher quality and student achievement, expectations was by far the strongest and extended to reading, mathematics and science. The relationship between high…

With the passage of "No Child Left Behind" in 2001, schools are expected to provide a standards-based curriculum for students to attain math and reading proficiency and demonstrate progress each year. "NCLB" requires more frequent student testing with publicly reported results in an effort to close the achievement gap and to inform parents,…

This EdSource report examines how middle grade students are performing against those new expectations based on state and national tests. It includes an indepth examination of progress on the important task of getting more students to take and master algebra in 8th grade. This report also addresses some of the issues most important to improving…

The "Vocabulary Improvement Program for English Language Learners and Their Classmates" ("VIP") is a vocabulary development curriculum for English language learners and native English speakers (grades 4-6). The 15-week program includes 30-45 minute whole class and small group activities, which aim to increase students'…