Noting that the development of effective intervention programs and instructional strategies for the struggling or underachieving reader continues to be a topic of concern, this Digest first reviews the current status of reading performance, based on the 1998 National Assessment of Educational Progress. It then reports on the importance of early…

Quality sequence for each student in reading instruction is vital. If "learnings" to be acquired are not sequential, then a student might well face difficulties in learning to read well. Some of the problems in reading instruction may be inherent in the basal textbook being used, and sometimes, problems of reading instruction reside…

This study was conducted to determine whether the Success for All whole school reform model or Comer School Development Program had a significant effect on fourth graders' reading comprehension. Twelve students in experimental group A were homogeneously grouped to be taught using the Success for All whole school reform model. Twelve students in…

Kansas schools implementing the Success for All reading program once again made significant gains on the Kansas Reading Assessment. From 2001 to 2004, fifth graders in Success for All schools gained 19.9 percentage points in students scoring proficient or better on KRA. Other Kansas schools gained 7.8 percentage points.

Indicates that early diagnosis of reading disabilities, regardless of amount of subsequent clinic instruction, was associated with better reading performance at followup. (RB)

Reports a significant interaction between I.Q. and reading achievement for 277 students in grades three through twelve but correlations between I.Q. and reading achievement among left-handers were significantly lower than among right-handers. (TO)

Suggests reading comprehension exercises, especially on lower reading levels, fail to test the pupil's understanding of the material read. (MM)

First-grade teacher describes her program of having each student responsible for teaching'' one book to other students. (SP)

The study considers the Peabody Picture Vocabulary Test, the Ammons Quick Test, and the Wechsler Intelligence Scale for Children. It examines the interrelationship of scores on the Gray Oral Reading Test, Spache's Diagnostic Reading Scales, and an informal reading inventory. Consistency of discrepancy scores to classify students is also studied.…

Describes a study of the relationship between students' knowledge or beliefs about what constitutes good reading and their success in reading. Interviews with high- and low-ability readers revealed that good readers understand reading as a meaning-gaining process while poor readers view reading as a word-decoding and pronunciation process. (DMM)

Explores how findings from current cognitive styles research might enlighten reading process and reading instruction researchers. (FL)