Supports the practice of requiring two readings of developmental reading lessons when using the Informal Reading Inventory to determine reading ability. (RB)

Concludes that direct instruction and practice in following directions increase students' task performance ability and stresses the need to use intrinsically motivating materials in language arts developmental skills programs. Tables and bibliography. (RW)

Examines the advantages and disadvantages of peer tutoring and Paired Reading, a program of structured pair-work between children with different reading abilities. Claims these methods have great potential for cooperative learning, and emphasizes that good organization by the teacher is essential. (MM)

Concludes that speed in identifying letters and graphonemes correlates highly with reading achievement. (RB)

Compares and discusses the findings of the nationwide reading surveys done by the National Assessment of Educational Progress in 1971 and 1975. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Change).

Discusses curtailing the misuse and misinterpretation of standardized tests, and suggests ways to improve existing tests while reviewing the Test of Early Reading Ability-2, Tests of Reading Comprehension, and Effective Reading Tests. (MG)

Study of parents' and teachers' attitudes toward children's reading ability showed that actual reading performance is more important than letter grades and standardized test scores. (JM)

The reading habit which is most consistently sensitive to reading ability measures is the habit of seeking out books by known authors. (Author)

Presents strategies teachers might use to assess and promote beginning readers' phonemic awareness, a factor shown to be strongly linked to the successful acquisition of reading ability. (MG)

Presents the results of a research study which was designed to determine gains or losses in reading proficiency during summer vacation, investigate the characteristics of those students whose proficiency increases or decreases, and aid in planning summer reading programs which maximize gains and minimize losses. (RB)

Finds that auditory discrimination as most tests measure it has little to do with how well children learn to read. (RB)

Argues that teacher-made worksheets built on basal reader stories can help students' make connections with the stories and provide them with practice of important comprehension skills. Suggests ways to make such sheets. (FL)