A modified anagram task is employed to explore the development of anticipatory imagery and its relationship to reading achievement, complexity of stimulus material, and practice effects. (Author/AJ)

The relationship between children's social adjustment and their ability to read is discussed. (CK)

Discusses a study to assess the extent of association between measures of adult basic education achievement and selected teacher, student, and program organization variables. Provides descriptive data relative to the reading vocabulary and mathematics computation and achievement. (JOW)

Concludes that H. R. Myklebust's Pupil Rating Scale is significantly and substantially related to reading and mathematics achievement as measured by the Metropolitan Achievement Test and the Short Form Test of Academic Aptitude. (FL)

Explains the origin and use of reading expectancy formulas and examines to what extent different formulas can actually predict reading achievement. (AEA)

A review of research examines the relationship between visual perceptual skills and reading achievement using meta-analysis to integrate statistically the results from 161 studies. It was concluded that visual perceptual skills should be included in the complex of factors predictive of reading achievement. (Author)

Slosson Intelligence Test (SIT) scores, taken at the kindergarten level were correlated with the acquisition of sight vocabulary and later measures of reading achievement (Stanford Achievement Test scores). Correlation coefficients ranged from .61 to .87. (Author/GK)

Thirty-four children (6 to 7 and 10 to 11 years old) diagnosed as brain injured and enrolled in a school for brain injured children and 40 children in regular classes took part in a study of variability and instability in perceptual and reading functions. (Author/SBH)

The self-esteem of 15 eight- to ten-year-old children with dyslexia was compared to a matched control group of normal or above average readers. Relationships were examined among the following six constructs: good at reading, kind, hard working, intelligent, happy, and successful. (PHR)

A study on the readability of publications of the Florida Cooperative Extension Service shows that most are written at the 12th-grade level, though the average Floridian reads at the sixth-grade level. The materials present a barrier to comprehension by limited-resource audiences in Florida. (JOW)

Suggests that a syllabication system not based on pronunciation is as unrelated to reading achievement as is the current syllabication system. (FL)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Reviews research on the effects of peer-tutoring on the tutor and asks at what point peer-tutoring changes from an effective learning technique to the exploitation of the tutors. (MKM)