Children from open and traditional classrooms were matched for IQ, sex, age, grade and then administered reading and creativity tests. Results showed the high IQ, traditional students had high reading and creativity scores. (DEP)

Describes a reading program which builds on the child's verbal skills. (RB)

Intended to serve as a resource for the many and varied groups concerned with improving students' reading proficiencies, this report from the Nation's Report Card provides a long-term perspective on students' reading skills and strategies based on a series of five national assessments conducted from 1971 to 1988. Each chapter of the report…

A pervasive finding from research on teaching and classroom learning is that a low rate of error on classroom tasks is associated with large year to year gains in achievement, particularly for reading in the primary grades. The finding of a negative relationship between error rate, especially rate of oral reading errors, and gains in reading…

A study was conducted to assess the effect on reading achievement of changing the length of the kindergarten day. Mean scores of 148 children attending half-day kindergarten were compared to mean scores of 96 children attending all-day kindergarten. Four full-day experimental groups and four half-day control groups were selected, and their…

A program of paired, repeated reading was developed to improve the achievement in reading comprehension of 14 targeted third-grade students. The program had three basic objectives: (1) to increase literal comprehension by 25%; (2) to increase inference of main idea by 25%; and (3) to increase inference skills of drawing conclusions by 25%. The…

In a review of research on computer assisted instruction (CAI) related to reading, evidence collected provides tentative conclusions about CAI effectiveness. CAI was effective as an instructional medium in the surveyed studies. In a number of instances, CAI groups achieved higher scores than the control groups. Some studies indicated that CAI…

A study investigated the nature and extent of adult illiteracy and the characteristics of the less literate populations in Philadelphia. Data were collected through 2,197 telephone interviews and 607 personal interviews. The personal interviews involved use of a modified version of the instrument developed by the National Assessment of Educational…

A study compared the reading placement levels of Chapter 1 students as indicated by dynamic and static assessment models to determine whether these students could benefit from basal instruction at a higher level of difficulty than would normally be indicated by static assessment. Subjects, 21 third grade Chapter 1 students, received treatment…

A longitudinal study determined if children's invented spelling served as a viable predictor of reading achievement and compared the predictive value of assessing children's invented spelling relative to other notable predictors, such as letter names, letter sounds, a concept of a word, and phonemic awareness. Subjects, 52 kindergarten children…

Relationships between 15 family, psychological and demographic variables and reading and math achievement are reported for more than 500 hearing impaired children (8 to 15 years old) in a residential state school. The data are also examined for subgroups of children (i.e., hereditary and nonhereditary deafness, rubella, nonrubella, and those with…

Noting the positive relationships between reading skills and academic performance, a study investigated the relationship between the reading skills of 172 freshmen in developmental reading courses and the number of college preparatory courses completed in high school. It was hypothesized that there would be a significantly positive relationship…

Forty 4th and 5th grade remedial reading students from two schools participated in a study that investigated whether providing remedial readers with information on the value of using a particular strategy would influence their self-efficacy and comprehension. In addition, the study explored the effects of emphasizing the general or the…

Conforming to the U.S. Department of Education's Chapter 1 Evaluation and Reporting System which requires local education agencies to report periodically on the sustained effects of participation in Chapter 1 programs, a sustained effects study evaluated student performance in New York City's Chapter 1 English-language reading programs during the…

Computer-assisted instruction together with remedial reading classrooms for reading and regular classrooms for math has produced significant remedial gains in Chapter I students in Lafayette Parish, Louisiana--gains which are above the national average for Chapter I. The computer provides a vehicle for daily drill at each child's level which adds…