Recommends improving the research methodology as a prerequisite for establishing criteria to study the prevalence of reading difficulties in the early stages of reading instruction. (RB)

Examines bias in testing, especially in relation to the goals of reading. (RB)

The KDP scale was found to be ineffective as a predictor of Ss' contacts with law enforcement agencies but of some use in predicting school social adjustment and reading achievement. (Editor)

Emphasizes the need for a strong partnership between community and school in developing successful reading programs for inner-city children. (WY)

Argues that the logic behind performance contracts as a solution to school problems is fallacious and discusses the weaknesses inherent in such programs. (RW)

Reports on the effect of remedial reading instruction varied by length of individual sessions and total number of hours. (FL)

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

Pre- and posttest scores showed that LD students regress in their reading skills when they experience extended breaks in their educational programs during the summer months. Also, a five-week summer reading program during either the first or last half of the summer can prevent this regression. (SW)

This study examined the ability of the Listen and Look (LL) test of cross-modal perception and the Metropolitan Readiness Test (MRT) to predict reading achievement. Data from 79 first-grade pupils were analyzed. Both the LL and MRT demonstrated predictive validity. (Author/BW)

A BASIC program is given that can calculate the approximate grade level of reading materials. (MK)