Describes systematic assessment procedures as alternatives to standardized testing which yield more descriptive records of children's reading abilities. Notes that the assessment procedures are consistent with the contemporary understanding of reading which indicates that prior knowledge and the ability to use predictive skills greatly influence…

Shows that, at each grade level and overall in grades 1-6, poor readers are not seen by their peers or by themselves as personally and socially as "good" as are good readers. (SR)

Presents the educational rationale for differentiated reading programs for gifted students in reading. Describes gifted readers, delineates general features of differentiated programs, and presents specifically recommended models of reading programs for the gifted. (RS)

Concludes that some sociological and adjustment factors are related to scholastic achievement. (RB)

Reveals that the cloze and comprehension test scores correlated at significant levels, thus supporting the predictive validity of the cloze procedure. (RB)

Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…

Examines the effects of students' access to print via a community library. Compares knowledge of authors, words, books, and magazines between the students who accessed the community library and students who used the school library. Indicates that the students who visited community libraries outperformed students who did not. (SG)

Reveals statistically significant differences in the oral reading strategies employed by average and below average readers in each grade, and across succeeding grade levels. (Author)

Analyzes relationships among popularity, reading, and self-concept in 79 second grade students. Results indicate that high-SES (socioeconomic status) students were more popular than low-SES students, and that unpopularity correlated significantly with reading ability, self-concept, and SES. (MM)

Two additional hypotheses were tested in a replication of a previous study that found two factors from the "Children's Personality Questionnaire" that discriminated between disabled and non-disabled readers. Notes the differences between this study's results and the original study's results. (RL)

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

Develops a list of graded mathematical terms which gives a quick estimate of a child's reading ability in mathematics. Asserts that this instrument could identify students who need instruction in mathematics vocabulary and who have difficulty reading their mathematics textbooks. Finds a high correlation between teacher estimates and results…

Compares the effects of pictorial representation accompanied by visual-verbal or auditory-verbal information on learning time for high and low reading ability high school students. Neither format showed consistently significant effect on learning time; but the auditory-verbal format consistently required less learning time, and high ability…

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)