The high stakes consequences resulting from an emphasis on standardized test scores can be detrimental to adolescent readers' perceptions of themselves as readers. A single measure of reading ability provides only a small picture of what students can accomplish and what their learning needs are. This case study provides a keen insight into…

Reading comprehension ability relies heavily on executive function skills which can be improved with selective interventions. Cognitively engaging physical activity promotes executive function acquisition and may be helpful to improving reading ability. However, unfamiliar and potentially stressful interventions may be counterproductive to these…

Reading teachers focus more on the instruction of reading content or strategies, but pay relatively less attention to the impact of writing on reading comprehension. Based on mediation theory, the author examined the effect of summary writing about reading texts on readers' comprehension. By reviewing relevant literatures on the topic of…

This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

No significant correlations were found between arithmetic computational ability and reading ability for students with normal intelligence who have difficulty in reading. (RB)

This research explores struggling adolescent readers' perceptions about reading. The eight students featured in this study were enrolled in a mandatory Title I remedial reading class. The purpose of the Title I intervention class was to prepare these middle school eighth graders to successfully pass the state's criterion referenced test. The…

Presents two ideas for testing a class in the ability to read the textbook. (RB)

Demonstrates some of the important factors that should be considered in research into the teaching techniques used with schizophrenic twins. (RB)

Confirms findings of other studies indicating that textbooks used by college freshmen were in most cases several grade levels above the students' reading abilities. (RB)

Results were analyzed to see if a significant correlation might exist between the results of the cloze procedure and other readability formulas that would permit substituting one for the other in describing the readability level of selected non-text materials. (RB)

Reports study which found that some high school students were far from any reasonable level of mastery of the ability to comprehend directions on potentially hazardous household products. (JM)

Discusses some of the relevant research and concludes that if reading is considered as one avenue of learning then other modes should be given equal status. (TO)

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

Concludes that a systematically organized program of group counseling and tutoring did not produce significant changes in the attitudes, reading ability, and grade point averages of academically deficient students who had returned to college after military service. (FL)

Discusses the nature of color vision defects as they relate to reading instruction. Suggests ways that teachers can adapt instruction to help provide maximal learning opportunities for the color deficient child. (RS)