The effects of time spent on reading at school and at home on 195 intermediate grade students' reading achievement was assessed. A stepwise multiple regression analysis, in which prior standardized reading comprehension scores served as a covariate, revealed that time spent on reading contributed significantly to reading achievement. (TJH)

Studies students' reading achievement by implementing instructional techniques designed to intensify students' awareness of their responsibility for their performance. Finds that an internal locus of control is associated with reading achievement, attitude toward reading, positive self-concept, and personal responsibility for academic outcomes.…

Children (n=86, ages 6-8) who were receiving special help in reading were tested and followed up after 2 years. When the variance resulting from intelligence quotient and age was accounted for, orthographic processing, phonological awareness, and digit-naming speed were the only early cognitive processing tasks that made significant contributions…

Describes a study that determined the readability of medical information found on such CD-ROM products as the Health Reference Center on InfoTrac. Findings revealed that the readability scores all exceeded the accepted standard reading level of eighth grade, so they would not meet the needs of people with poor reading skills. (Author/LRW)

To improve third graders' reading scores, a suburban New York school implemented a plan to develop specific reading skills. Success hinged on focused reading instruction using specific strategies; small student groups working with professionals; a consistent, predictable schedule; teacher-prepared materials; regular feedback; and parental…

POWER (Providing Opportunities with Everyday Reading), stressing reading in the content areas, is a program for high schoolers driven by continuous improvement and teamwork. Improved test scores and enhanced attitudes toward reading result from high teacher commitment and sustained interest achieved through this teacher-led program's design. (MLH)

An eight-year cross-sectional study analyzed the self-esteem and both mathematics and reading attainments of eight cohorts of Year 2 and Year 6 children from five randomly selected primary schools within one Local Education Authority. Presents the results. Addresses the possible link between national testing and self-esteem. (CMK)

Examines the effects of text practice and prosodic modeling on the reading rate, accuracy, expressiveness, and comprehension of disabled readers. Each subject read the first half of a set of stories three times under one of four experimental conditions. While reading performance improved across all conditions, substantial additional gains were…

Reports on a study in which college and junior high school students were paired to read books together. Suggests that reading attitudes improved and the degree of comfort with technology increased. Reviews student comments about the value of the pairing project. (TB)

The benefits of pre-first programs and grade retentions are not consistently supported in the research literature. Study investigates the short- and long-term effects of pre-first programs on students' (n=66) academic achievement in reading and mathematics. No significant differences were found in six of the eight analyses conducted, indicating…

Examined the contribution of biological and environmental variables to 11-year-olds' phonological development. Found that temporal lobe (planar) asymmetry, hand preference, family history of reading disability, and SES explained over half the variance in phonological and verbal performance, demonstrating a linear association between cerebral…

A study examined how 50 bilingual fourth-graders utilized cognitive reading strategies to enhance comprehension of expository texts in Spanish and transfer strategic reading behaviors to English reading. Results indicate that strategic behaviors in the native language undergirded second-language reading behaviors and were more important in that…

A quasi-experimental action research evaluated a program for computerized self-assessment of reading comprehension (The Accelerated Reader) in two schools in severely socio-economically disadvantaged areas. Finds the program, even when less than fully implemented, yielded gains in reading achievement superior to gains from regular classroom…

Investigates primary classrooms where teachers implemented recommended literacy practices such as: (1) frequently using children's literature; (2) integrating reading and writing; and (3) teaching skills in context. Finds students developed reading and writing skills at higher levels than students in classrooms where teachers used other practices.…

Examined self-assessment as a means of teacher learning that develops teachers' understanding and use of discourse strategies to support instructional conversation. Found that teachers' analyses did not grow more precise, but interpretations of talk revealed growing ability to treat discourse as an object of knowledge. Explored features of the…