Compared 52 girls and 42 boys in seventh grade on 3 intelligence measures, 4 achievement measures, and 20 affective measures. Girls outperformed boys on measures of language arts and spelling and on 6 affective measures. (Author/DB)

Reports that in a low-risk reading lesson activity, individual differences among students appeared as a function of the type of verbal interaction pattern or "register" with their teacher, while in a high-risk standardized test condition, individual differences appeared as a function of reading ability. (Author/MKM)

The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)

This article investigates the impact of assigning poor-prognosis first-grade students to separate transition rooms, and contrasts it with giving similar children (transition eligible) regular instructional settings and under an individualized program, the New Reading System. (Author/CP)

Fifth-grade boys of relatively good, average, and poor reading ability were assessed on tasks in which success and failure were manipulated. Consistent with predictions, poor readers displayed characteristics indicative of learned helplessness and low self-concepts of ability, including low expectations and less persistence. (Instructional…

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

Cites ERIC materials describing how music in the classroom can help improve reading readiness, recall, and creative writing. (HTH)

Investigators observed time usage and teacher statements in 26 Chicago high schools and found a lower rate of time loss and a higher rate of positive comments by teachers in higher achieving schools. (Editor)

Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)

Suggests that knowledge of relational structures in combination with techniques for determining the meaning of unknown lexical terms assists Black disabled readers in improving their reading performance. (FL)

A comparison of the effects of educational counseling of parents of backward readers with the effects of specialized remedial help for such readers suggests that an interested, well-informed staff who can enlist the positive cooperation of parents can substantially reduce the problem of reading failure without elaborate specialized provisions. (GT)

Examines the effects upon reading achievement of increasing time-on-task in underachieving children. (HOD)

Compares the Bond and Tinker, and the Harris reading expectancy formulas, using 113 fourth, fifth, and sixth graders. Finds that the use of both formulas is desirable in clinical situations, but that the Harris formula is preferable if gains on standardized tests are the only criteria of success. (RL)

One hundred seventy-five college students were tested to determine the relationship among locus of control, student preference, and teaching procedures. Results showed that external locus of control students preferred hardware as instructional devices and that such devices improved their reading rates, while internal locus of control students…

Using verse choir increases students' confidence and helps them appreciate the joy of literature. (HOD)