Reexamines Preston's 1962 study of reading achievement of American and German boys and girls in the light of implications the study has had on the literature and compares it with recent studies. (MKM)

Research has shown that independent reading, both in school and out, is associated with gains in reading achievement. Principals can play a critical role by promoting voluntary reading to teachers, students, parents, and the community. (17 references) (MLF)

Briefly examines some of the explanations of low reading achievement among deaf children and suggests that, instead of the traditional explanations that focus on the characteristics of the deaf, environmental factors and the quality and quantity of reading instruction may significantly contribute to reported low achievement levels. (CB)

Research on whole language suggests its effects on achievement vary markedly from site to site, and differences may be based not on whether a teacher uses it but how it is implemented. Learning-styles research suggests that little is gained from matching children to methods using learning styles. Instead, any approach needs to take into account…

The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some…

This article reviews longitudinal research within criminology and the health sciences on the relationship between reading and criminal, delinquent, or antisocial behavior. Longitudinal research in criminology, medicine, and psychology examines the role of reading within a broad set of interactive processes, connecting literacy to public health via…

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)

Explores how findings from current cognitive styles research might enlighten reading process and reading instruction researchers. (FL)

Reports the results of a longitudinal study that associated reading achievement with volume of reading and the selection of a book with its content, appearance, and its popularity with the reader's friends. (AEA)

This report examines the current use of standardized reading tests in British schools seven years after a critical government report. Included in the review is a discussion of the variables affecting test development and use, as well as four recommendations for future testing policy. (AM)

Addresses problems in the interpretation of standardized reading test scores. Focuses on reading age (or reading grade) and demonstrates that converting test scores to a scale of reading ages is essentially meaningless and potentially dangerous. (AEA)

Examines longitudinal prediction of English and Spanish reading skills in a sample of 249 Spanish-speaking English-language learners at 3 time points in kindergarten through Grade 1. Phonological awareness transferred from Spanish to English and was predictive of word-identification skills. Other variables showing cross-linguistic transfer were…

Investigates the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom basal reading materials. Results showed that although parents implemented the tutoring programs as designed, neither tutoring program had a significant effect upon…

Reviews research on the accuracy with which teachers make judgments about their students' reading achievement. Shows that the average teacher is fairly accurate in this regard, though individual differences among teachers are considerable. (SR)

Reports on research studies into the role that reading volume plays in shaping the mind. It is possible to outline the reciprocal influence of early reading acquisition and reading volume as determinants of later reading comprehension and other cognitive abilities. Early success at reading unlocks a lifetime of reading habits, as research shows.…