A study examined the hypothesis that there would be no significant difference in first-grade reading achievement, in the first half of the school year, between children who attended kindergarten at an academic/formal type public school and children who attended kindergarten in an intellectual/experimental type private school. Subjects of the study…

This investigation examined the specific relationships between two reading achievement measures at the end of the first grade and the following measures: (1) three selected oral language measures, (2) five readiness measures, and (3) a combination of these measures. Further, the study attempted to determine if the relationships between the oral…

This study was designed to develop and evaluate new methods of helping college students increase their academic reading efficiency. Three new one-unit courses--identical in reading content, tasks, and skills development, but differing in format, amount of structure, and delivery mode--were developed. The teaching methods in these courses were…

The six levels of understanding used to compare the skills of achieving and nonachieving readers investigated in this study were taken from the cognitive domain of Bloom's taxonomy of educational objectives. It was hypothesized that there is a significant difference, favoring achieving readers, between mean total scores of achieving and…

Miscue responses of 20 first-grade pupils to 20 stimulus words were compared and analyzed for four different reading tasks: (1) in isolation, (2) in 10 free-standing sentences, (3) embedded in a complete story, and (4) embedded in an illustrated story. Analysis using the Reading Miscue Inventory indicated a significant gain in correct responses to…

A study compared the benefits of phonological awareness instruction along with and without a phonics computer software program to improve phonological and reading skills in elementary students with mild mental disabilities. During the eight weeks of the study in the fall of 1999, elementary resource students were taught phonological awareness…

Automaticity training was provided to an experimental group of eight high school sophomores whose reading achievement fell below the seventy-fifth percentile on the New Jersey Minimum Basic Skills Test to determine the effect of such training on reading comprehension. The 16 subjects (experimental and control groups) were pretested using the Gates…

Research supports that drama should be an integral part of the elementary and secondary curriculum. Utilizing drama strategies enriches learning in the reading program, the literature program, and the areas of oral language development, nonverbal communication, vocabulary development, listening skills, thinking skills, and creative writing. Yet,…

The purpose of this study was to determine if the comprehension of 33 second grade students on a standardized test is the same whether the test is read silently or orally. The students silently read Level B, Form 1 of the "Gates MacGinitie Reading Test"; during the month that followed, individual students read Level B, Form 2, of the test orally,…