A study examined the effectiveness of the 1991-1992 implementation of the CONSULT-I(R) program (which uses artificial intelligence with statistical pattern recognition in constructing a diagnosis and recommending treatment of reading difficulties) at five cities in Ohio (Akron, Cincinnati, Cleveland, Columbus, and Toledo). A total of 30 teachers…

A study investigated ability grouping for reading within a heterogeneous classroom and the effect such grouping has on attitudes toward reading. Subjects, 23 students in an ethnically diverse third-grade classroom in central Virginia, completed reading attitude surveys. Classroom observations of the teacher and students were conducted. Results…

This study is designed to meet the evaluation requirement of Chapter 1 of the Education Consolidation and Improvement Act of 1981, which mandated that every 3 years a determination must be made of whether or not improved performance is sustained over more than 1 year from programs funded under this Act. The Saginaw program funded by Chapter 1 is…

Sacramento City College's Assessment Center was created in response to growing numbers of students arriving at the college without basic verbal skills and a lack of uniform testing standards. Since its creation, the Center has undertaken research studies to provide objective evidence as to the nature of the student population to be served by the…

An examination of the Russian reading program, this report first describes the nature of American interest in Soviet education. Sections 3, 4, and 5 then present overviews of the Soviet cultural context, the structure of the Russian language, and the organization of the Soviet school system. Section 6 discusses the course of language study from…

Botswana has nearly attained universal primary school attendance, but the additional quantitative intake has weakened the original qualitative base. Employing data collected by the National Commission on Education in Botswana, this study looked for ways to derive benchmark measures of the effects of school quality on learning. One method uses a…

The 1987-88 Compensatory Language Experiences and Reading-Recovery (CLEAR-RR) Program of the Columbus, Ohio Public Schools was implemented to provide early intervention to 393 underachieving first-grade pupils in Columbus, Ohio schools who appeared unlikely to learn to read successfully without intensive instruction. The program's two major goals…

The Maryland Functional Reading Test, Level II (MFRT-II) assesses Maryland students' mastery of functional reading skills that are described in the Declared Competencies Index published by the Maryland State Department of Education (MSDE) in 1980. The test is also used to certify students for graduation from high school and to identify those who…

The Maryland Functional Reading Test, Level II (MFRT-II) assesses Maryland students' mastery of functional reading skills that are described in the Declared Competencies Index published by the Maryland State Department of Education in 1980. The test is used to certify students for high school graduation and to identify those in need of assistance…

This issue of "ETS Policy Notes" discusses gender differences in educational achievement. The first article--"The Gender Gap in Education: How Early and How Large?"--discusses the National Assessment of Educational Progress (NAEP), which first measures achievement at age 9 years. Gender differences at that age are generally…

To assess the reading achievement of American school children, the National Assessment of Educational Progress (NAEP) surveyed nationally representative samples of approximately 13,000 students at grades 4, 8, and 12 attending public and private schools across the nation. Students read a variety of literary and informative passages and then…

The purpose of a project was to develop and test curriculum-based procedures and measures to monitor and assess the reading and writing progress of adults in a basic education program. The most efficient, reliable, and feasible measure of reading performance from beginning reading level through eighth-grade level was the repeated oral reading…

Convergent validity and divergent validity were studied in several basic skill areas using the multitrait-multimethod procedure outlined by D. T. Campbell and D. W. Fiske (1959). The academic skill domains considered were: (1) reading; (2) mathematics; (3) writing and language arts; and (4) spelling. A total of 297 students in grades 1 through 5…

The first purpose of this study was to investigate the use of home learning tasks by participants and nonparticipants of the Parent Education Follow Through Program (PEFTP) in Richmond, Virginia. The second purpose was to examine the relationship within the PEFTP sample between parents' use of home learning tasks and two areas of student…

Focusing on variables linking fourth graders' reading comprehension and writing ability, a study investigated the (1) relationship between both free recall and comprehension probe scores in reading and analytical scale scores in writing, (2) effects of reading and writing competence on the production of story grammar categories in writing, (3)…