Demonstrates that the application of reading and study skills during subject-area teaching does transfer to higher achievement scores on standardized tests. Suggests a realistic strategy for including reading instruction within subject areas at the junior high school level. (Author/RL)

Suggests thirteen diagnostic strategies by which teachers can examine students' abilities and implement appropriate learning activities. (RL)

Compares the effects of the dynamic and traditional testing models on reading placement levels of Chapter I students. Finds that students have a wider range of functioning in reading than traditional placement indicates. Concludes that teachers can place students more accurately by using the dynamic model. (PRA)

Maintains that continued over reliance on traditional skills-based assessment of reading abilities provides the whole-language teacher with little, if any, useful information for instructional planning. Suggests informal assessment procedures that focus on the language learner and provide a rich information source on which to base instructional…

Assesses the differences in reading achievement scores of remedial reading students identified as having differing hemispheric specializations by studying 64 fourth- and fifth-grade students in a remedial reading program. Suggests that no significant difference exists on the comprehension subtest when hemispheric preference was considered,…

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)

Reports that the Estes Attitude Scale suffers from the influence of cultural biases that make it inadequate to measure attitude about reading among low-income, Black students in grades three through seven in the rural southern United States. (FL)

Examines the relationship between reading ability and home environment to determine what variables most accurately predict reading achievement. Finds that the father's education level, the amount of reading done to children before school entry, and the variety of print materials read in the home are highly significant predictors of reading…

Examines a remedial reading program for grades 4 and 5. Claims that a reading program featuring oral language, good children's literature, interesting reading activities, writing, and attractive reading incentives in an informal classroom structure can change negative reading attitudes and improve reading abilities. (MM)

Discusses five factors that may influence the reading readiness of mainstreamed children: visual and auditory capabilities, motor development, spatial concepts, vocabulary development, and social and emotional status. Offers suggestions for use in facilitating a mainstreamed child's reading development. (FL)

There is little research on what constitutes success in preparing preservice teachers to cope with the needs of these students. Assessment is particularly challenging for preservice teachers who are beginning to make connections between their understanding of the reading process, and teaching and learning. This qualitative study looks at the…