Examination of reversal errors made by 203 Black and 198 White normal first graders indicated that reversals on items with semantic content correlated very highly with reversals on items with figural content. Each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement. (Author/SJL)

Addresses problems in the interpretation of standardized reading test scores. Focuses on reading age (or reading grade) and demonstrates that converting test scores to a scale of reading ages is essentially meaningless and potentially dangerous. (AEA)

Cautions against using standardized tests to make simplistic judgments about students' reading comprehension. Suggests two approaches to testing that teachers might use to devise testing procedures that represent their own views of the important reading strategies and skills that students need to acquire. (AEA)

An eight-week program designed to stimulate fluency, flexibility, and originality proved effective in enhancing the creative thinking skills of 23 fourth grade students. Significant correlations were found to exist between IQ and creativity and between reading achievement and creativity. (GT)

The study investigated the relatonship between degree or extent of special education participation and measured self-concept with 45 third-grade male students divided into three groups (students in self-contained LD classes, students provided individual tutoring, and a control group of students from regular classes). (Author/PHR)

Reports on a survey of 78 seventh-grade students, conducted to investigate the relationship between television viewing and reading achievement. Notes that good readers' viewing habits were not significantly different from those of poor readers. (JT)

Forty hearing impaired children (6 to 16 years old) attending public schools were administered the Wechsler Intellience Scale for Children (WISC) and WISC-Revised (WISC-R) performance scales. Performance IQs for each IQ measure were correlated with reading achievement and found nonsignificant; however, IQs converted to mental age produced positive…

Details a study of the reading development of seven- and nine-year-old deaf children. Concludes that the children progressed satisfactorily in the early stages of reading but had not attained the ability to extract meaning from sentences by age nine. (FL)

Examines the effects of an instructional program designed to teach learning disabled children to use context to determine and correct their errors. Results indicate that training in context is helpful for disabled learners who have achieved reading proficiency beyond grade level two. (MKM)

A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)

Orthographic linguistic awareness measured at the beginning of kindergarten was found to be highly correlated with reading achievement measured at the end of the first grade, with the relationships being consistently higher for girls than for boys. (FL)

In the study, 36 fourth and second reader level deaf students matched for age were assessed on comprehension of truncated passive sentences under two task conditions. Contrary to prior research, neither age nor reading level were significant factors in deaf Ss' understanding of truncated passive sentences. (Author)

Concludes that a balanced variable of teacher-pupil interaction, including teacher praise, task orientation, teacher questions, pupil initiation, and response appears to be a significant predictor of pupil progress in reading. (FL)

Presents achievement data for the years 1970-71 through 1978-79 for elementary school children enrolled in the Northern Cheyenne Behavior Analysis Model of Follow Through. (FL)