When eight-year-old children were given a test of verbal-imagery learning style and a test of reading ability, it was found that both their reading accuracy and comprehension were significantly related to their learning styles. (FL)

Finds that the Durrell Analysis of Reading Difficulty is difficult to administer and interpret, takes considerable time to give, and is not comprehensive. (FL)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (AEA)

Discusses two frequently recommended tests for the evaluation of visual perception in relation to reading ability: the Frostig Development Test of Visual Perception and the Bender Visual Motor Gestalt Test. Questions the content validity of the former and suggests that the latter is a reasonable predictor of reading achievement. (FL)

The article introduces an ongoing process of evaluating the reading and writing of gifted students. The assessment tool presented enables the teacher to determine the specific functional level for each aspect of literacy of the gifted child. A model of goal setting and educational planning for all advanced readers is offered. (DLS)

Explores the implications of attitudes toward reading of both good and poor readers in relation to their performance scores. (DD)

Two competing longitudinal models, the latent growth curve model and the Simplex model, are used to represent the Matthew effect hypothesis (K. Stanovich, 1986) that the gap between good and poor readers increases with time. Theoretical and empirical arguments support the Simplex model, although it is argued that it should be refined and…

Examines the reading and mathematics growth of 180 children over four points, spanning 2nd and 3rd grades. Results reveal that the mathematics difficulty-only (MD) group grew at a faster rate in mathematics than did the mathematics difficulty-reading difficulty (MD-RD) group. In reading, the reading difficulty-only and MD-RD groups grew at about…

Discusses seven myths about literacy in the United States, demonstrating that the best evidence indicates that no crisis exists on average in reading. These prevalent myths, which focus on claims of poor reading achievement, actually distract from things that should be of real concern. (SLD)

Discusses results of International Association for Evaluation of Educational Achievement's recent Progress in Reading Literacy Study (PIRLS), an international comparison of 35 countries wherein American students finished ninth. The web address for the PIRLS reports is www.pirls.org. (PKP)

Examines the efficiency and sensitivity of five accuracy-based phonological awareness tasks for monitoring the development of these skills in kindergarten and Grade 1 students. Discusses the results and their implications for using accuracy-based measures of phonological awareness skills as part of a comprehensive assessment of young children's…

Criticism of Stephen Karshen's June 2002 "Kappan" article "Whole Language and the Great Plummet of 1987-92: An Urban Legend from California." Argues that Karshen's analysis of the California Achievement Program reading scores is wrong. (PKP)

Warns that college reading instructors must be aware that standardized tests do not measure the types of skills taught in reading classes. Argues that reading instructors need to develop an awareness of what the scores on standardized reading tests do and do not tell them. (RAE)

Presents a 15-item annotated bibliography of books, articles, and conference presentations published between 1991 and 1994 and abstracted in the ERIC database on the dilemma English teachers face--most students can read, but far too many neither read widely nor effectively. (RS)

Examines relationships between levels of phonological awareness and early reading ability. Finds significant correlations between metaphonological abilities and reading for kindergarteners but weak or nonexistent correlations in the tasks involving sensitivity to phonological similarities for first graders. Notes that all children who developed…