Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

Results: (1) indicate a causal role for phonological processing abilities in the acquisition of word analysis and word recognition skills; and (2) document the relative neglect of causal roles for the acquisition of reading skills in the subsequent development of phonological processing abilities. (RH)

Based on teacher estimates, this discussion focuses on the importance of test content coverage in terms of instructional and curricular validity; students' opportunity to learn test content; and the relationship between test content covered in class and student performance on a standardized achievement test in reading. (JS)

Subjects (N=224) were elementary, middle, and high school special education students receiving the Gillingham tutorial program services in reading and language arts for one school year. In general, progress was made at more than one-half the expectancy for the nonspecial education student. Spelling showed the least improvement. (Author/DB)

No significant differences were found between average reading ages of 14 hearing impaired students learning via the oral method (group 1) and 20 hearing impaired students learning via a sign system (group 2). Group 2 Ss wrote fewer words and shorter sentences but their sentences were more grammatically mature and more often correct. (CL)

In 1982, the National Institute of Education commissioned seven leading research scholars to investigate the effect of desegregation on academic achievement. They concluded that desegregation has small positive effects on Black student achievement in reading and no effects on Black achievement in mathematics. (CT)

Proposes four criteria for evaluating college readers (anthologies), highlighting features that might foster those proficiencies of active reading discussed by Bleich, Rosenblatt, Holland, Dillon, Fish, and other prominent theorists. Applies those four criteria to four best-selling college anthologies. (HTH)

Studies 58 children ages eight to nine years who were classified as good and poor readers on the basis of their proofreading two passages varying in level of difficulty. Misspellings were introduced by transposing two adjacent letters in the word "the," other three-letter words, and longer words. (Author/CI)

Between 1981 and 1983, market progress was achieved in both reading achievement and reading parity (equal proportions of Black and White students at each grade level achieving a minimum reading level) in the Cleveland public schools. (GC)

The "Test Anxiety Scale for Children" and the "Lie Scale for Children" were administered to 60 children, half of whom were defined by schools as learning disabled (LD). LD subjects were more anxious than the nondisabled, and their test anxiety was significantly related to reading and mathematics achievement scores. (Author)

Research indicates that factors other than media patterns--including such variables as home environment, role models, and personality characteristics--appear to influence reading behavior. New, sophisticated theoretical models are needed, however, to examine the relationship between television and reading. (Author/GC)

Differences in readers' perceptual style and conceptual temp may influence how they select, perceive, and organize graphic information for meaning. (RB)

This report draws on data from the National Assessment of Educational Progress (NAEP) to provide a picture of the fourth-grade reading classroom. The picture includes views of teachers and their training, the climate and characteristics of the school environment, and the kinds of instructional and assessment practices that teachers use in reading…