Noting that one reason for the discrepant results found in research on reading difficulties is the variety of approaches used to assess reading and spelling problems, this paper examines two of these approaches in terms of their implicit assumptions and inherent failings. The paper first discusses the etiological approach, which tries to identify…

This literature review is divided into sections describing studies that answer specific questions about reading and gifted children. Among the issues mentioned are the personality traits and attitudes of gifted children; their sex difference and environmental influences; the effect of early school admission; types of gifted programs; the…

Suggests grouping by social patterns as well as ability patterns. (MKM)

Summarizes P. A. Killgallon's 1942 study that helped to establish the criteria for the instructional reading level, examines W. R. Powell's 1970 critique of that study, and presents concerns about Powell's study. (FL)

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Reviews research concerning television's impact on students' reading interests and achievement. (MKM)

Recounts research studies conducted with disadvantaged readers between 1967 and 1977. (TJ)

A theoretical model is proposed of the relationships between specific academic enablers (motivation, interpersonal skills, engagement, and study skills) and academic achievement. The results of these modeling analyses indicate that prior achievement and interpersonal skills influence motivation, which in turn influences study skills and engagement…

Examines the theoretical underpinnings of the 1986 American Council for the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for reading, covering an historical perspective, the role of background knowledge, the process/product distinction, text types, and hierarchical and interactive reading models. (CB)

Discusses four clear contributions of cognitive research that deserve special attention: (1) skilled readers read words rather than skip them; (2) less skilled readers do rely on context; (3) skilled readers use phonology in reading; and (4) children learn to read successfully by learning how their writing system works. (RS)

Reviews recent theoretical advances in understanding orthographic codes and their relationship to phonological codes in reading acquisition. Discusses different ways in which orthographic skills have been conceptualized. Explores methodological issues in measuring orthographic skills. Stresses importance of multiple orthographic and oral language…

Examines four "puzzling" results of the National Adult Literacy Survey: (1) the ability to use printed information effectively is unevenly distributed in the United States; (2) adults exhibited a large gap between performance and perception of literacy skills; (3) increased literacy did not always correspond with significant earnings…

Program evaluation uses hierarchical linear modeling (HLM) to evaluate 99 ethnically diverse second-graders' growth in oral reading fluency using curriculum-based measurement (CBM). Results reveal that first-grade reading performance significantly predicted initial second-grade reading performance. Argues that the use of HLM with normative CBM…

Examines parents' verbal and affective interactions with their first-grade children during shared storybook reading and how these interactions relate to growth in children's reading activity and achievement. Results reveal that affective quality was an important contributor to children's reading of challenging materials in third grade but not to…

Given the paucity of research describing the use of the TONI-3 with urban children with disabilities, a brief review of the literature was conducted. While little relevant research was identified, the use of the TONI-3 was supported in a number of diverse settings. This paper also describes a study designed to examine the validity of the Test of…