Examined whether altering the sequence of the traditional basal reading lesson by placing enrichment activities first increased comprehension of text. Found altered format subjects (of 45 subjects in total) correctly answered 71% of comprehension questions, whereas traditional format subjects correctly answered only 58%. Suggests these significant…

This study investigated whether a global cognitive development construct could effectively predict both concurrent and future Grade 1 achievement in reading, writing, and mathematics and whether there were gender differences in the relationship between the construct and achievement. Sixty-five first grade pupils were selected for the study.…

Examines the research relating nutrition and diet to achievement in reading and language arts, and suggests ways teachers and parents can use this information. (ARH)

Outlines the importance of principals' focusing their school's curriculum on the development of reading skills through ideas such as (a) faculty inservice and orientation programs, (b) organization of faculty reading planning teams, (c) allocation of resources, (d) supportive classroom visits, and (e) informal evaluation systems to ascertain…

Recent research on reading reveals many methods work for teaching reading. There are three individual reading styles: (1) those who need phonics, (2) those who can learn it but don't need it, and (3) those unable to learn phonics. The level of reading achievement depends on how well instructional program accommodates to an individual's reading…

To account for racial differences in learning, the report examines educational technology--the conditions and activities that constitute instruction--in three Chicago area school districts. Results show that black students are exposed to restricted learning opportunities because of district and school differences in the availability of…

Contends that erroneous conclusions concerning intraindividual strengths may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when the difference between the two scores is not statistically…

Behaviorally disturbed students were administered portions of a test battery including the Peabody Individual Achievement Test (PIAT), and the Stanford Diagnostic Mathematics Test (SDMT). Results on the predictive validity of the instruments for mathematics and reading are given. (Author/ABB)

Concludes that teaching fourth- and fifth-grade children to ask themselves questions about key points in a story significantly improved their performance on tests about story content. (FL)

Indicates that hearing stories read aloud in their native languages did not interfer with ESL children's reading achievement in English, and there were many benefits from having parents read those stories in a school setting. (FL)

Presents conceptual framework for classification of poor readers based on a sample of over 5,214 children between 9 and 10.7 years. The framework is based on the notion of low achievers (those whose reading attainment is low but who attain the expected level) and underachievers (those whose reading is poor but who ought to read at a higher level).…

Concludes that the reviewed test, which is designed to assess mathematics, reading, spelling, and writing abilities in students from first grade through post high school, is limited in usefulness for older students. (FL)

Determined whether test-wiseness training would influence the achievement of students in math and reading. Significant effects were noted in math for fifth-grade students. Race effects favored White students. (Author/ABB)

Describes a California State Department of Education reading assessment that indicated improvement in reading achievement for some third-grade classrooms and decline in others. Explores the "teacher" factors that account for the difference. (HTH)

Several individual attributes covering prereading and oral language abilities, motor skills, personality, and home background were assessed. The best predictors of reading achievement were tasks tapping phonological processing skills, interdigital dexterity, and familiarity with the alphabetic code of English script. Peer ability was a strong…