Reveals a clear relationship between teachers' aims and objectives and choice of class organization and that pupils taught in classes in which reading is heard in groups achieve higher reading standards than do those taught individually. Shows also the effects of time on the quality of instruction. (FL)

Concludes that the Nelson-Denny Reading Test (NDRT) provides valid predictions of student academic aptitude and is a reliable measure of reading attitude. Finds no significant correlation between the NDRT and student self-concept. (FL)

Examined the efficacy of the McCarthy Scales as a predictor of reading readiness and achievement in a kindergarten sample (N=33). Results confirmed the predictive validity of the McCarthy Scales and suggested that, for this sample, visual discrimination and sequential ability skills may have been more important factors than verbal abilities.…

Administered the Survey of Reading Attitudes to 68 intermediate-grade students to determine the reliability of the eight attitudinal dimensions which it measures. The test retest interval was seven days. Results showed the scores were relatively stable. Reading anxiety appeared to be a less stable dimension. (Author/JAC)

This survey of 106 two-year colleges in the Midwest indicates that 77 percent have assessment tests in writing and 72 percent in reading, and that English departments play a major role in communicating test results to students. (AEA)

Reports results of literacy tests of 5,500 10-year-old and 5,100 14-year-old students throughout Australia in 1980. Compares these results with those of testing in 1975, pointing out that in reading, overall results were almost identical, while in writing some tasks showed improvement. (JM)

One thousand seven hundred sixty-seven elementary school students in Georgia were tested for motor performance and for reading and mathematics abilities. The finding that motor performance variables were significantly related to reading and mathematics abilities suggests that motor performance objectives should be included in elementary school…

Describes a reading scheme in which seventh-grade students engage in sustained silent reading for one class period per week and the reading gains made by the students in the first six months of the year. (HTH)

Determines that the eighth grade reading and mathematics achievement scores of Cherokee Indian students in Oklahoma improve for those receiving four to five years of bilingual instruction. Makes five recommendations for further study and implementation of bilingual education; appends tables of statistical findings. (LC)

The scores of fifth- and sixth-grade students on the "Survey of Reading Attitudes" revealed significant gender differences. (FL)

Concludes that the misspellings of poor college-age readers have more internal errors and more dysphonetic misspellings than those of good readers. Offers suggestions for instruction based on these findings. (FL)

Reports on a study of reading and writing practices within a community environment. Concludes that literacy has different meanings for members of different groups, with a variety of modes, functions, and uses. Points out that these differences have yet to be taken into account by policymakers. (JMF)

A study was done to determine the social status and hierarchy attached to reading achievement in a first grade class. In addition to learning to read, children are tacitly learning that reading is the most important subject to be mastered in school and that both group and individual status is determined by the reading group to which one belongs.…

This paper presents data from the Inner London Education Authority Literacy Survey on the reading attainment of Black British students. Black British attainment was significantly lower at the age of eight years, and by school-leaving age was relatively lower still. Attainment was only marginally affected by length of education. (CT)

High school students who read poorly were given reading training using programed prose (a conversion of regular reading material to training material). Each student was given 50 to 70 hours of individualized instruction on a PLATO terminal. Measures of gain in reading ability varied according to the test given. (MKM)