The effects of cooperative and individualistic learning experiences were compared on interpersonal attraction between nonhandicapped students and learning-disabled peers and achievement. Results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the…

It was proposed that the young child's awareness of the phonology of language would influence early reading success. Results revealed a strong relationship between the first grader's reading performance and two measures of his/her phonological awareness, invented spelling and phoneme segmentation abilities. (Author/RD)

Reports the findings of a longitudinal study of the impact of literacy on the occupations and schooling of students who were judged to be low reading readiness in first grade. (FL)

Two studies investigated sixth and seventh graders' metacognitive reading skills or skills that are used in reading to remember. Students monitored relative passage difficulty between narrative and expository passages and offered reasons for their judgements. Self-report strategies, retrospection, and protocol analysis were used. (JN)

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Concludes that there is a strong positive relationship between an elementary school's organizational climate (whether the school is "open" or "closed") and student reading performance, with achievement being greater in the more open schools. (FL)

Study conducted to determine whether Black English speakers are likely to encounter problems in reading standard English. Results indicate no relationship between the use of Black English and subjects' grade level or reading performance. (Author/JLF)

In a study of the effects of the classroom and home environments on reading achievement, it was found that increasing parent-teacher contacts worked effectively to increase achievement in younger children. However, increasing parent-teacher contacts had an opposite effect on older students. (CJ)

Examines the relationship between performance on five Piagetian tasks and three measures of reading achievement in primary school children. Concludes that the relationship is minimal and inconsistent across different measures of reading as well as across grade levels. (FL)

Reading lessons of deaf and hearing children were analyzed for teacher- and child-initiated stops, reasons for stops, time spent, and reading rate. Lessons of deaf children differed markedly from those of hearing children using the same text. Results are discussed in relation to reading retardation in the deaf. (Author/SJL)

Reports the findings of an investigation into the relationships among college readers' reading achievement, vividness of visual imagery, and reading attitudes. Concludes that a small but significant negative correlation exists between the achievement and imagery variables and that a moderate partial correlation exists between imagery and attitude…

Two experiments were conducted to investigate the effect of varying the amount of preceding-sentence context upon the lexical decision speed of third- and sixth-grade and college-level students. (Author/MP)

Naval recruits attending a remedial reading program were compared to regular recruits on verbal, nonverbal, demographic, and eye-hand laterality measures. Verbal intelligence scores on the General Classification Test differentiated best between the two groups. Findings on race and laterality factors are also discussed. (Author/SJL)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)