This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…

One of the most rapidly developing areas of educational innovation involves the texts available to young readers and their teachers, leading to a host of new issues regarding the characteristics and roles of text that support young children's learning. This article describes research conducted by investigators at the Center for the Improvement of…

This study attempted to identify elements accounting for reading proficiency among poor Black children. The expectation that teacher's style was important was not supported. Important elements seemed to be early reading, family encouragement, teachers' positive expectations, and placement with other good students. (CJM)