Notes that there are no clear cut findings to be derived from research concerning the effects of television viewing on reading achievement. (FL)

Finds that the Durrell Analysis of Reading Difficulty is difficult to administer and interpret, takes considerable time to give, and is not comprehensive. (FL)

Explores the implications of attitudes toward reading of both good and poor readers in relation to their performance scores. (DD)

Two competing longitudinal models, the latent growth curve model and the Simplex model, are used to represent the Matthew effect hypothesis (K. Stanovich, 1986) that the gap between good and poor readers increases with time. Theoretical and empirical arguments support the Simplex model, although it is argued that it should be refined and…

Asserts that the means by which student achievement in reading are reported should be a focus rather than an afterthought. Discusses key questions related to developing report cards that serve a variety of audiences. Provides guidance and models of report cards that are more closely aligned with the literacy curriculum than traditional report…

Investigates whether poor readers differ from their reading age controls in terms of their ability to make rhyme judgments, and determines whether intelligence levels affect the kinds of difficulties they experience. Finds that average intelligence poor readers performed with the same overall accuracy as their reading age controls. (MG)

Although systematic monitoring of student progress has been associated with improved achievement, few teachers engage in progress monitoring because of testing-time requirements. Compared accuracy of 14 trained fourth- and fifth-grade general education students' curriculum-based reading assessments of second and third graders to accuracy of…

Discusses regression toward the mean and the confusion this can cause in the interpretation of educational data. The regression effect has two causes, imperfect measurement of the variables and imperfect correlation between the variables. Uses the example of reading achievement test scores in a Hawaiian private school to illustrate the discussion.…

The purposes of this study were to use empirical, multivariate classification techniques to form subtypes of learning disabled readers (N=59) on a select sample of information processing skills and to validate the subtypes on reading achievement subskills. Hierarchical cluster analysis techniques resulted in a six-cluster solution which…

The results of the 1980 Atlanta, Georgia, public schools reading scores for the Iowa Test of Basic Skills (ITBS) are presented in this report for grades one through seven. Raw scores and grade equivalents are presented first, followed by a comparison of the 1980 grade equivalents with those from the previous four years, indicating a steady…

This study investigated the relationship between the number of days spent in an elementary classroom and the reading achievement scores of pupils. Pupils attending a four-quarter, public elementary school for 200 days a year, kindergarten through sixth grade, were compared in reading with pupils attending school for 175 days per year; scores for a…

Various aspects of reading achievement and non-promotion policies as they affect Mexican Americans are investigated. (Author/JP)

Cross-lagged panel analysis was used to explore possible causal relationships between attitude and achievement in mathematics and reading. Measures from 1,758 students from grades two through six were analyzed. Findings are presented and conclusions are drawn. (Author/MT)

The California Achievement Test and Degrees of Reading Power tests were administered to students to determine the relationship between the instruments as measures of reading. It was concluded that either test may be used to make valid predictions to the other by use of locally constructed conversion tables. (Author/DWH)

A teacher shares how a mainstreamed reading group can be a medium through which children are enabled not only to make reading gains but to better accept individual differences in themselves and in others. Examples are offered from her third grade class. (DG)