Describes a study of the relationship between performance on word problems and general reading ability, certain problem-solving reading and thinking skills, and computation skills. (DD)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Reports on a study during which intermediate level students were exposed to three auditory backgrounds while reading (no music, classical music, and rock music), and their subsequent comprehension performance was measured. Concludes that the auditory background during reading may affect comprehension and that, for most students, rock music should…

Describes an assessment instrument for evaluating basic reading skills, the Minimal Reading Proficiency Assessment. (TO)

Discusses eight myths about reading that prevent the development of optimum reading programs. (VJ)

Reports that reading achievement in the elementary grades is consistently rising and that older students may not be developing the higher level reading skills. (AEA)

Comments on the strengths and weaknesses of the reading portions of the California Achievement Tests. (JT)

Maintains that a fresh perspective is needed on secondary reading assessment. Discusses several factors that should be, but are not, included in secondary reading assessment, and describes barriers to advances in such assessment. (SR)

Although a junior high school sustained silent-reading program showed no effect on student reading achievement, significant differences on four reading attitudes between students in that school and students in schools without such a program were considered tangible evidence supporting continuation of the program. (JT)

Discusses the controversy that was highlighted in the 1979 court case in Ann Arbor Michigan over the role of Black English in students' achievement ; and notes the effects of poverty and motivation on achievement. (MKM)

Describes the teacher's center created in the Memphis (Tenn.) schools to provide inservice education on reading instruction. (HOD)

Presents a review of the resources, conclusions, and limitations of the data on trends in reading ability in America between 1840 and 1990. Shows that, contrary to popular belief, today's students read better than yesterday's. (SR)

Explores sources on sex differences in reading achievement and presumed causes. Reports that explanations fall into two categories that are not necessarily mutually exclusive: physiological-maturational and cultural-societal. (NH)

Presents a variety of parent programs, projects, and activities that have been successful in involving parents in their adolescents' reading and reading achievement. (HOD)

Notes the reading problems and reading demands of modern society; provides a four-step plan for community reading programs. (Author/RB)