In the past two decades, computer assisted reading instruction has developed substantially. From educators using large mainframe computers located at a distance from keyboard terminals in classrooms, today reading educators are capable of using computer-assisted instruction (CAI) on typewriter-sized equipment portable to any location and usable…

A study was conducted to determine whether a teacher's reading to sixth grade students on a regular basis would have a significant positive effect on their reading comprehension. Twenty students, divided into experimental and control groups, were pretested and posttested using the "Gates-MacGinitie Reading Test." During the eight-week study, the…

The impact of language of instruction (Spanish or English) during elementary school on the subsequent educational achievement of Hispanic students in high school was examined. Data from the "High School and Beyond" study, a longitudinal study of 58,000 high school sophmores and seniors, were analyzed. Three types of elementary school…

Results covering a period of two years (including three academic years) fail to give any evidence that elementary school children who are bussed do any better academically than those who remain in inner-city schools. (Author/AM)

A study examined the use of the Penn State Adult Literacy Courseware, which teaches sight vocabulary to beginning adult readers, in a volunteer tutoring situation with three male and two female unemployed adults whose average grade level in reading was 1.1. All students were white, their average age was 37, and the highest grade any of them had…

A study investigated second-grade urban students' attitudes toward reading and examined whether attitudes toward reading correlate with reading achievement and reading performance. Subjects, 42 male and 42 female students from 2 ethnically and racially diverse urban public elementary schools, were individually assessed on primer or preprimer…

A research project was conducted in 1982 by Sacramento City College's Assessment Center to evaluate the effectiveness of selected English courses found in three levels of English: English 55 and 56 (the lowest level); English 57 (level two), and English 1A (level three). The study focused on students who had reading and English scores required for…

To evaluate different strategies for improving students' comprehension skills, particularly their inference ability, 42 fifth grade students identified as good or average readers were placed into one of three groups for an eight-week instructional period. Students in one group, the Content and Structure group, received systematic attention, story…

A study investigated whether there would be a significant improvement in the reading comprehension test scores of hearing-impaired secondary school students if their content area subjects included closed captioned television lessons. Subjects, eight students in an experimental group and five students in a control group, were grouped according to…

Results reported by Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. G. Leinhardt and colleagues examined a causal model of classroom processes influencing reading achievement and found that time spent in silent, rather than oral, reading was positively related to…

A study investigated whether instructors need to undertake in-depth training in miscue analysis as reflected in the Reading Miscue Inventory (RMI) to carry out competent evaluations of children's reading ability, or whether training in the Reading Appraisal Guide (RAG) can be equally effective. The study was carried out at Melbourne College in…

A study examined the relationship between the amount of time spent on leisure reading, number of books read, time spent watching television, and seventh grade students' reading achievement scores. It was hypothesized that neither reading habits nor television viewing habits would be related to reading achievement scores. A random sample of 39…

A study compared and evaluated alternative theoretical models of the relationship of learning to read and learning to write at beginning and advanced levels of reading development. The reading dimensions of the three models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included…

This research study used Vygotsky's (1978) "zone of proximal development" and Wertsch's (1979) "levels of social interaction" as an alternative to Markham's method for describing a child's awareness of implicit inconsistencies in an essay. Two different essays with implicit inconsistencies were read to 30 third-grade and 30…