The techniques of meta-analysis were used to integrate statistically the findings from 31 studies on the relationship of auditory-visual integration and reading achievement. A total of 146 correlations were collected and aggregated across assessment procedures, reading skills, grade levels, and subject characteristics. (Author/SJL)

Examines the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence on 194 children. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.…

An informal test of word prediction abilities is suggested to aid in diagnostic assessment of reading ability. The test proposed would include evaluation of auditory and visual cloze abilities. The test, given in conjunction with a test stressing abilities to use graphic and phonic cues, should provide improved assessment of a student's abilities.…

A study of 107 kindergarten children was undertaken to compare the predictive efficiency of kindergarten teachers' ratings with reading readiness and reading achievement over a four-year period. (PHR)

The usefulness of the Kindergarten Reading Screening Battery (KRSB) in differentiating high and low risk reading children was examined in a followup study of 151 students (mean age 10.9). (PHR)

Discusses the problems of Japanese students learning to read German; their two years of German at the university are inadequate. A "profile" of minimum reading competence is presented, followed by suggestions for teaching, including vocabulary, sentence structure, and types of text exercises. (IFS/WGA)

Results of a study of teacher rankings of reading readiness suggested that teacher rankings are as reliable as reankings using the Metropolitan Readiness Tests; the results did not indicate that teacher expectations of student achievement can be altered. (FL)

A study involving 65 children from 5.6 to 9.5 years of age suggested that the average child's ability to differentiate spoken words from other units of speech improves with age and that significant relationships exist between children's knowledge of spoken words and their reading achievement. (GT)

A summary of research findings suggests cultural expectations account for the difference in reading achievement between boys and girls. (Author/MLF)

Forty-three learning disabled children referred to a medical outpatient clinic because of reading difficulties were evaluated and followed for a period of five-seven years to study the course of their reading achievement and its relationship over time to various characteristics. (DLS)

Reports findings of an investigation of the effect of teaching behaviors on student reading achievement in Spanish. (FL)

Describes two studies: (1) the effects of instruction on the types of reading strategies used by children when given a book and a set of questions about it, and (2) the progress in ability to use a book made by a group of children between 1973 and 1977. (GT)

Two additional hypotheses were tested in a replication of a previous study that found two factors from the "Children's Personality Questionnaire" that discriminated between disabled and non-disabled readers. Notes the differences between this study's results and the original study's results. (RL)

This study confirms the hypothesis that poor children's difficulties with sounds stem not from deficiencies in auditory discrimination but from inadequate skill in phonemic analysis. Almost all of disadvantaged and middle-class kindergarten-age children could readily hear phoneme differences in words. Almost all of the disadvantaged children, but…

Discusses research findings that indicate that while basic reading skills are improving noticeably at the lower grade levels, there is cause for concern about the decline in more advanced levels of reading comprehension at the higher grade levels. (Author/JG)