These technical appendices give the following information: a comparison of RENP and non-RENP mean Comprehensive Test of Basic Skills (CTBS) Fall 1976 pretest scores; evidence of the existence of an achievement gap between Washington, D.C. and large city norms; number and percentages of students in each of three pretest achievement levels;…

This study was conducted to determine if the low reading achievement of a group of Creole-speaking first and second graders was caused by lack of comprehension (due to dialect interference) of their Standard English texts. The materials used were three stories in Creole and three stories in Standard English. Because they had never encountered…

Both teachers and parents assisted in a study of the effect television viewing has on reading achievement. Second-grade teachers in the Montclair (New Jersey) school district identified students who read at least one year above grade level (high achievers) and students who read at primer level or below (low achievers). Parents of these students…

This evaluation report is based on several types of data collected during the 1978-79 school year for the Television Reading Program (TVRP), a supplemental reading instruction project which is based on commercial television programs aired at prime time--scripts of TV programs with high popular appeal for youth serve as the basis for instructional…

A reading test and three cloze tests (English, health, and social studies passages with fifth/sixth grade readability levels) were administered to 410 ninth grade students to study the relationship between cloze errors and reading ability. Six types of incorrect responses were considered: synonymous, syntactically acceptable but semantically…

A three-way mixed factorial design was used in a study of the ways good and poor readers used context in cloze tasks. Reading ability (good versus poor readers) and booklet format (sentence versus sentence fragment presentation) served as between-subject factors, while context (whole versus partial passage) served as a within-subject factor.…

The interview techniques developed by Carol Chomsky were used in a comparative study of the language acquisition of 32 bilingual and monolingual third grade students. After these students were matched for age, socioeconomic status, IQ, family environment (both parents in the home), and reading ability, they were placed in four…

The effectiveness of previewing versus discourse analysis as methods of reading instruction was tested. Previewing (supported by schema theory) was based on the premise that helping students relate their knowledge to the content of a reading selection would facilitate comprehension. Discourse analysis (based on research on text structures)…

Reading achievement tests have been used to identify deficiencies in inner city, poor readers; however, they often do not provide information about encoding strategies which lead some children to academic success. Immediate memory and visual analytic differences which contribute to the success of skilled readers are isolated in this study using 20…

The literature on using music to teach reading was reviewed, revealing that the majority of articles published on the topic were testimonials of instructional music program effects on language reading skills attainment. Discussion articles primarily cited individual experiences in using music, often singing, to aid in the acquisition of reading…

A READING PROGNOSIS TEST TO MEASURE FUTURE ABILITY, BASED ON PRESENT SKILLS AND KNOWLEDGE, OF CHILDREN FROM DIFFERENT SOCIOECONOMIC LEVELS WAS CONDUCTED. IT SOUGHT TO AVOID TWO MAJOR SHORTCOMINGS OF STANDARDIZED READING READINESS TESTS (1) THAT CHILDREN OF LOW SOCIOECONOMIC LEVEL WERE INCLUDED IN THE NORMS AND THEREFORE SCORES OF THESE CHILDREN…

THE CHARACTERISTIC ABILITIES AND ACHIEVEMENT IN READING AND OTHER RELATED SKILLS AND UNDERSTANDINGS OF ELEMENTARY SCHOOL CHILDREN WHO HAD ACCESS TO CENTRALIZED LIBRARY SERVICES WERE COMPARED WITH THOSE WHO DID NOT. DATA WERE GATHERED FROM SIX SCHOOLS WITH VARYING SCHOOL LIBRARY PROVISIONS WHICH INCLUDED EXAMPLES OF--(1) A CENTRALIZED SCHOOL…

THE READING ACHIEVEMENT OF FOURTH-GRADE STUDENTS WHO WERE TAUGHT WORD RECOGNITION BY EITHER A BASAL APPROACH OR A BASAL APPROACH WITH LINGUISTIC EMPHASIS WAS INVESTIGATED. A SAMPLE OF 10 CLASSROOMS MATCHED ON INTELLIGENCE, CHRONOLOGICAL AGE, AND SOCIOECONOMIC STATUS WAS SELECTED FROM SCHOOL SYSTEMS IN IOWA AND MICHIGAN. THE LORGE-THORNDIKE…

SIX NEW YORK CITY DAY CARE CENTERS WITH PROGRAMS SIMILAR TO HEAD START WERE SELECTED AS STUDY SAMPLES TO DETERMINE WHETHER THERE IS A MEASURABLE LONG-RANGE EFFECT OF PRE-SCHOOLING UPON READING ACHIEVEMENT. EACH CENTER WAS CONSIDERED TO HAVE A GOOD PROGRAM, HAD BEEN OPERATING FOR AT LEAST SIX YEARS, AND HAD RACIALLY MIXED POPULATIONS. DAY CARE…

COMBINATIONS OF READING AND AUDITORY PROGRAMS FOR RETARDED READERS WERE VARIED TO DETERMINE THE EFFECTS ON THE SHORT AND LONG TERM READING SKILLS. FORTY-THREE THIRD-GRADE NEGRO AND PUERTO RICAN SOCIALLY DEPRIVED STUDENTS SERVED AS SUBJECTS. THEIR READING LEVEL WAS AT LEAST ONE GRADE LEVEL BELOW THEIR ACTUAL GRADE PLACEMENT. THERE WERE THREE…