Reading ability and performance on the Matching Familiar Figures Test were compared for two samples of seven-year-old children. Considerably more of the poor readers than the main sample were found to be impulsive. There was a consistent tendency for girls to be more reflective than boys. (Author/KC)

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)

Examines the relationship between children's television viewing and their reading ability, reading habits, and school behavior (attentiveness, enthusiasm, and imagination). The influence of children's IQ, parents' educational levels, and parents' television viewing habits are controlled. (JMF)

The Summer Adventure in Learning (SAIL) program was developed to train prospective teachers in tutorial methods intended to improve reading achievement. The program's primary instructional objective was to decrease the pupil reading rate resulting in improved reading comprehension. (JN)

The study involving 105 boys and 108 girls from first, second, and third grades investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept score can predict reading achievement in the early elementary grades. (Author/SBH)

Discounts the idea that mass media are to blame for literacy problems among students, and explains how television merely reflects and reinforces the current state of literacy as it is produced, tested, and normed by the schools. Urges the use of expanded vocabulary in television script writing. (JP)

Contends that the use of the cloze procedure, frequently with modifications, can provide reading teachers with an interesting and instructionally sound approach for supplementing the basic reading program. Suggests that cloze techniques can be used both for teaching students how to read more competently and for evaluating their reading…

Points out that current alarmist rhetoric about widespread reading failure is not based on facts. (HOD)

Examines and rejects the theory that the deaf have access to a "phonological" code. Recommends that if deaf children are to be introduced to a manual system of communication, it should be the syntactically adequate Paget-Gorman system. (Author/FL)

Describes the Kamehameha Early Education Program (KEEP) in Honolulu, Hawaii. Terms it an exceptional reading program illustrating how certain dynamics of social interaction may be essential for reading achievement. (FL)

The relationship between word synthesis and beginning reading achievement is tested. A stable direct relationship is evidenced between the two, regardless of the child's reading strategy. (JMF)

Provides a rebuttal to a television interview on the "Phil Donahue Show" in which John H. Richards suggested that many people suffer from an incurable disease called dyslexia and will never be able to read. Insists that with hard work, dyslexics can learn to read. (MKM)

A bilingual/bicultural education program at P.S. 72 in New York City's Spanish Harlem teaches students to read and write in Spanish first; no written English is introduced until the spring semester of second grade. (Author/MLF)

A study of about 3,000 sixth- and seventh-grade children, conducted by Barbara Heyns, suggests that normal development in reading over the summer requires reading for about one hour a day. (DD)

Analyzes a sample reading lesson to test the hypothesis that the reading achievement of young (5-8 years old) Hawaiian children was increased because the participation structures in their reading lessons had become more similar to those of the talk story, a major speech event in Hawaiian culture. (Author/GC)