The purpose of this study was to determine whether a relationship exists between reading ability and self-concept of academic ability. The Nelson-Denny Reading Test was administered to 253 freshman, sophomore, junior, and senior college subjects. The scores attained by the subjects were used to classify the subjects as reading above actual grade…

The main document, of which this report is a summary, covers the assessment activities of the Minnesota Department of Education from June 1971 through December 1972. This summary report contains a chapter-by-chapter overview of the full report, with a concentration on the conclusions and recommendations drawn from the reading, mathematics, and…

The reading and mathematics performance of five groups of primary school age children (four of which were receiving special education in various forms) were compared longitudinally using a national representative sample. There was little difference in the reading progress of ESN(M) children in ordinary and special schools although the latter made…

This paper examines potential relationships between students' reading proficiency and performance in general psychology classes. The primary research objective was to determine if there existed a relationship between reading level, as measured by a student's initial ACCUPLACER reading placement, and performance in a general psychology class, as…

Research supported by funds from the University of Pittsburgh Learning Research and Development Center, Ford Foundation, and the U.S. Office of Education. (DS)

Over- and underachievement, differences between reading and arithmetic total scores, and type of skill proficiency (concrete versus cognitive) were explored in 130 elementary school children referred by their teachers as behavior problems. (Author)

None of the studies on reading seem to have considered the possibility that all children should not be expected to read well. Reading should be taught as are other specific skills, other available resources being used to ensure that children are not excluded from education. (DM)

Investigates the reading ability and classroom performance of vocational students enrolled in the second year of study in auto mechanics, carpentry, electronics, graphics, and masonry. (HOD)

Develops an alternative analysis to the Peabody Individual Achievement Tests' authors' suggested use of a pairwise comparison system to determine when one academic area is significantly different from another. Suggests determining academic strengths and weaknesses relative to a child's average performance on the entire test. (Author/JAC)

The movement for spelling reform supports the broadening of educational opportunity. Our spelling is outdated, inflated, inconsistent and often absurd. While a simplified spelling system won't eliminate all reading problems, it will make reading problems easier to isolate and diagnose. (MW)

A study involving 147 Missouri school districts serving students with visual impairments found that 77% who were identified as print readers, Braille readers, or print and Braille readers were reading at or above grade level. Of the 127 who were Braille readers, 57 were reported to perform grade-level activities. (Contains 4 references.) (CR)

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

Fifty students (ages 7 to 16 years) attending a children's psychiatric center's psychoeducational program were assessed for achievement levels in reading, spelling, and arithmetic on admission and for gains made during the program. Among results were that students who stayed in the program 12 months or less made significantly more gains on pooled…

Reported is a study to determine if a science vocabulary was necessary for successful achievement in science content and if this vocabulary was independent of social residence, intelligence and reading achievement. Two fifth grade groups, one from a suburban school and the other a rural school, took the Science Vocabulary Reading Test, the…