Families originally living in public housing were assigned housing vouchers by lottery, encouraging moves to neighborhoods with lower poverty rates. Although we had hypothesized that reading and math test scores would be higher among children in families offered vouchers (with larger effects among younger children), the results show no significant…

This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers…

The goal of the "Closing the Achievement Gap for 21st Century Learners in West Virginia (CAG)" report, 3rd edition, is to update West Virginia educators to the status and improvement of student achievement in West Virginia which may then be utilized as a basis for determining future educational decisions. In order to enhance the quality…

This article describes the use of "Ritalin" to calm overactive children. The drug's side effects are reported, and research on the effect of "Ritalin" on reading performance in the classroom is reviewed. It is concluded that use of stimulant drugs to help reading underachievers is not supported by research. (Author/JDD)

Reviews 32 studies about the utility of the Bender Visual-Motor Gestalt Test (BG) as a predictor of reading, its relationship to reading achievement, and ability to differentiate between good and poor readers. Results question the use of the BG (scored using discrete error systems) in a diagnostic reading battery. (BH)

Reviews the literature concerning the effects of teacher personality on the reading achievement of students, specifically remedial students. Concludes that teacher characteristics can be influential in improving student reading performance. (FL)

Reviews data indicating that overall reading achievement in the primary grades is as good or better than ever before, and points to inaccuracies in critics' claims to the contrary. (MKM)

Examines whether (1) the belief of reading educators that beginning reading methods do not significantly differ is correct; (2) differences exist among methods for teaching older readers and for remediating disabled readers; and (3) instructional methods differ across subject type, treatment characteristics, different achievement measures, and…

This article is a review of the literature related to the reading attitudes and the instructional methods of teaching reading. The article provides a synthesis of previous studies on the reading attitudes of elementary school students in the United States and also addresses a brief review of literature on historic and traditional methods of…

This article reviews research concerning the organizational, selective, and connective aspects of reading and then assesses the impact of constructivism on four reading-related issues in the United States: (1) readability of texts; (2) assessment of reading ability; (3) instruction in reading; and (4) conception of literacy. The article argues…

This topical bibliography and commentary provides an overview of current thinking on the role of phonics in reading instruction. It discusses the value of phonics, phonics and phonemic awareness, the need for explicit instruction, principles in phonics instruction, and recommended instructional procedures. It concludes that findings from research…

Contends that the use of the cloze procedure, frequently with modifications, can provide reading teachers with an interesting and instructionally sound approach for supplementing the basic reading program. Suggests that cloze techniques can be used both for teaching students how to read more competently and for evaluating their reading…

Examines and rejects the theory that the deaf have access to a "phonological" code. Recommends that if deaf children are to be introduced to a manual system of communication, it should be the syntactically adequate Paget-Gorman system. (Author/FL)

Reviews studies from the Far West Laboratory for Educational Research and Development, drawn together by David Berliner, regarding the amount of classroom learning time spent on reading, and suggests ways to use time effectively to improve reading achievement. (DD)

Reviews the history and rationale of uninterrupted sustained silent reading and the research related to the technique. Draws conclusions regarding its effectiveness in reading instruction and its place in the elementary school curriculum. (FL)