Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Examines elementary-school students' perceptions of teacher praise in relation to their classroom's social and academic status, participation in class discussions, and ethnicity. (MP)

Reports that regular participation by groups of fifth- and sixth- grade students in a program of uninterrupted sustained silent reading was accompanied by improved performance on a measure of reading achievement over groups who did not participate in the program. Whether the program affected reading attitudes is not clear. (FL)

The relationship between reading achievement and ability to process verbal information in achieving and nonachieving fourth-grade readers is examined. Evaluation of verbal processing abilities indicated that achieving readers performed better on all abilities measured except automatic word processing. (Author/PN)

This study compares college freshmen's reading test scores over 50 years. The 1978 freshmen at the University of Minnesota scored significantly lower than their 1928 counterparts on vocabulary, comprehension, and reading rate. (Author/PN)

Presents research findings that demonstrate that Black English does not interfere with Black children's reading performance in standard English. Outlines the limitations of studies reviewed and raises questions for further research. (MJL)

Reviews research concerning the relationship between reading achievement and student leadership. (FL)

Concludes that first grade boys in a basal reader program supplemented with phonics instruction learned reading skills and read with comprehension as well as those in an intensive phonics program. (FL)

Lists and compares the dissemination efforts of the Northern Cheyenne Behavior Analysis Model of Follow Through for the years 1978 and 1979. Provides the requirements for replication of the program. (FL)

Uses fourth-grade classes (N=94) from four separate rural schools to measure increases in simultaneous and successive processing due to an intervention program to improve simultaneous processing in spelling, arithmetic, and reading used on two experimental classes. Individual marker tests show significant change, as do reading and arithmetic…

Two groups of disabled readers, ages 8 and 11, were tested. Perceptual abilities related more strongly for younger students, while intelligence related more strongly for older students. Questions are raised about the validity of using expectancy formulae with younger disabled readers and the "learning disabilities" approach with older disabled…

Significant differences between dyslexic children and controls were found in identification and discrimination of synthesized voiced stop consonants differing in place of articulation. Results suggest an inconsistency in the dyslexics' phonetic classification of auditory cues. A significant relationship was found between reading level and speech…

First grade students were administered a screening battery that included the Otis-Lennon Mental Ability Test, the Metropolitan Readiness Test, the Bender Gestalt Test, and the Visual Memory Technique. Stepwise regression equations revealed that the Bender Gestalt Test significantly increased the predictive power of the test battery. (FL)

Reports a longitudinal investigation of family interaction variables and language development measured during preschool and again during the primary grades. In Black families of low income, preschool siblings (24 - 42 months of age) of second graders in two contrasting levels of reading achievement were observed in their homes. (Author/RH)

Effects of individual and group contingencies on reading performance of special education students were examined in a counterbalanced multiple-baseline design with experimental manipulations introduced at random. Students evidenced more accuracy and preferred the group contingency phase. Ease of implementation of group contingencies within a…