Based on Carroll's model of school learning, this study sought to identify factors to help explain the discrepancy between time needed for learning and time actually spent in learning. Ninety-six boys were required to read and reread a passage until 100 percent accuracy was achieved on a criterion test. (Author/PN)

Studies comparing the reading, mathematics, and language arts achievement of retained students with the achievement of promoted students are analyzed, using meta-analysis. Overall, research indicates that retained students fall behind the first year of retention and spend the rest of their academic careers in a vain attempt to catch up. (PP)

Social comparison (i.e., an applied behavior analysis procedure) was used to evaluate a reading program with behaviorally disordered elementary school students. Behaviorally disordered students in a self contained special classroom were compared to average readers in a regular classroom on oral reading performance. (SEW)

A study of differences in the problem-solving skills of Black, Anglo, and Chicano adolescents from rural Texas found that: (1) Reading achievement played a major role in problem-solving; and (2) No significant sex or ethnic differences were revealed. (PP)

Nine author contributed chapters present the state of the art knowledge on the reading process and reading instruction as applied to the hearing-impaired population. (SW)

In two six-month longitudinal studies of intellectually advanced preschool children, letter naming time and background digit span were moderately good predictors of concurrent reading achievement, while no other standard cognitive indices, including mental age, were associated with reading achievement. Both memory span and retrieval were related…

The McCarthy Scales of Children's Abilities (MSCA) appears to be an effective predictor of school achievement for 31 English-speaking second-grade Mexican-American children. High Pearson product-moment correlations were obtained between MSCA and the Comprehensive Tests of Basic Skills. (Author/PN)

Argues that journal writing is an essential component of reading instruction that needs to be seriously considered as a viable alternative to traditional approaches currently being used with reading disabled students in content area classes. (FL)

Contains representative selections from issues of "Elementary English," a precursor to "Language Arts," from its fifth decade of publication. Includes articles, editorials, and ads reflecting contemporary concerns of English education still relevant today, such as literacy, the increasing interrelationship between politics and…

Longitudinal data on student absence rates from kindergarten through eighth grade were collected and analyzed. Absence correlated significantly with teacher-assigned reading grades and standardized test scores. (Authors/CJ)

Discusses a study in which learning disabled or educationally handicapped middle school students received a daily treatment of 20 minutes of phonics instruction and demonstrated gains on both the Wide Range Achievement Test and the Gray Oral Reading Test. (AEA)

Presents achievement scores of students in a replication school of the Northern Cheyenne Behavior Analysis Model of Follow Through. Reveals grade level or above achievement for kindergarten children in all subject matter areas tested and similar findings for first grade students, who scored below grade level only in spelling. (FL)

Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)

Eighteen Mexican American pupils in the grades 1-3 from two urban Kansas schools were tested, using 18 pairs of sound contrasts, for auditory discrimination problems related to their language-different background. Results showed v-b, ch-sh, and s-sp contrasts were the most difficult for subjects to discriminate. (LC)

Impressive evidence shows individual bilingual Hispanic children from low-income backgrounds becoming biliterate in Spanish and English by first grade. Reading is presented to preschoolers as a game; they are first taught to read in Spanish and then in English. Parental participation is crucial. Impact differs according to starting age. (Author/CM)