Children's reading performances under directed and nondirected conditions were compared in the case of 300 fourth-grade suburban students. Subjects were divided into high, middle, and low achievement groups of 100 each, and each group was subdivided into experimental and control groups. The directed conditions experimental group read the questions…

This handbook describes in detail the method by which a student enrolled in Reading Efficiency and Communication Training (REACT), a course for college students who have not acquired basic reading and study skills, may earn a grade. The grade is determined by the total number of points earned by a student during the quarter. Students may earn…

The objectives of this investigation were (1) to study the effects of Minicourse Eighteen, "Teaching Reading as Decoding," upon the development of 27 specific teacher behaviors related to teaching reading decoding skills in a panel of 33 inservice and preservice teachers; and (2) to study the effects of teacher training, or lack of training, with…

The purpose of this study was to determine: (1) Third- and fifth-grade pupils' relative knowledge of certain graphemic options used in American-English orthography to represent selected phonemes presented in "new words," i.e., nonsense words, pronounced orally, and (2) the relationships between this knowledge and the pupils' reading and…

The purpose of this study was to determine how reading achievement is affected by six independent personality factors (PF) exhibited by second-grade pupils. Personality factors involved are: (A) reserved vs. outgoing, (B) less intelligent vs. more intelligent, (C) feelings vs. emotionally stable, (D) phlegmatic vs. excitable, (E) obedient vs.…

The manager of a large apartment complex in Valdosta, Georgia started a library on the premises in order to encourage reading by children and senior citizens living in the complex. (MKM)

A discussion of selected ERIC documents that focus on teacher effectiveness in reading instruction is presented. (MKM)

The overlap between reading subtests of four individual achievement tests and five basal reading curricula for grades 1-5 were examined. Results showed that little overlap exists between what is taught and what is tested with degree of overlap varying considerably across tests and curricula. (Author/DB)

This article describes the use of "Ritalin" to calm overactive children. The drug's side effects are reported, and research on the effect of "Ritalin" on reading performance in the classroom is reviewed. It is concluded that use of stimulant drugs to help reading underachievers is not supported by research. (Author/JDD)

The purpose of this study was to determine if differences in the ability to prioritize information located in texts exists for 75 third- and 62 fifth-grade students of various reading achievement levels. Results are discussed, and implications for instruction are considered. (Author/MT)

This paper looks at the relationship between reading attainment and examination achievement of Black Afro-Caribbean students who formed part of a cohort of inner London schoolchildren included in a longitudinal study. The findings of the research are discussed in terms of policy implications for education. (Author/CT)

Convergent and discriminant validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) were examined using 51 first-grade children. Results supported the convergent validity of the K-ABC; correlations with reading achievement were fairly large. The discriminant validity received only partial support. (Author)

Compared the Self-Concept of Ability Scale and the Self-Perception of Attainment Scale for their ability to predict reading achievement as measured by the California Achievement Test. Results from 187 eighth graders revealed that both scales were significant predictors of reading achievement. (NRB)