The Daviess County, Kentucky, PREPS research project focused on evaluating the county's 1979 summer school program. This program invited children to attend if they were functioning at least one year below their grade placement level. Learning activities were structured around specific behavioral objectives; the emphasis was on reading and…

This report presents results of analyses of factors affecting reading achievement of 14,318 pupils in 34 elementary schools in Washington, D.C., as measured by the percentage of objectives mastered on the Prescriptive Reading Test and students' interest in reading for the school year 1977-78. It also presents descriptive information about…

Race-related differences in reading achievement and reading progress were studied in a public elementary school. Two different groups of students were followed over a five year period. No significant racial differences in reading progress were found for those students who stayed within the school for three to four years. The reading achievement…

This study examined the effects of desegregation on the achievement scores of second grade students in Louisville, Kentucky, who participated in the system's desegregation plan. The Stanford Achievement Tests were administered to students at the end of first grade to determine achievement levels in reading and mathematics. At the end of second…

Individual pupil scores, school characteristics, and characteristics of reading programs were assessed in elementary school programs in 36 communities, forming a data bank of information on 6,753 students from grades one through six enrolled in special reading programs across the country. A series of analyses were performed to determine the school…

Samples of third- and sixth-grade teachers were classified as associated with students of high or low achievement in reading. Significant differences between grade levels were found in responses to a survey of teacher emphases in reading instruction. There were no significant differences in emphases for teachers of high- or low-achieving students.…

Word analysis, study skills, and reading comprehension were assessed for 217 certificated teachers in 14 Utah schools. No significant differences were found among the scores of elementary school principals, special education and resource teachers, early-childhood grade teachers, and intermediate grade teachers. The effects of selected variables…

Shows that there are beneficial uses of reading expectancy formulas in general, but that there are also factors that make it necessary to use caution when dealing with these formulas. (Author/GW)

Concludes that boys succeed less well in reading than girls because of cultural expectations that reading is more suited to girls than to boys. (DD)

The principal of a Montana elementary school using direct instruction methods discusses the positive results students and school are experiencing as a result of the students' reading success. (MD)

Reviews the debate on the importance of decoding in reading, focusing on the positions taken by P. Gough and K. Goodman. Argues that the debate is settled, with Gough's view having more explanatory power in terms of helping to understand the success of the good reader and the plight of the poor one. (FL)

A framework for studying teachers' informal expectations in the context of reading education is presented. Social Judgement Theory (SJT) entails an idiographic analysis of various aspects of cues used to form policies and make judgments. (Author/LMO)

A longitudinal study was conducted to determine how a comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The test variables were reduced to six predictive factors by factor analysis that, combined with the child's sex and the parent's language, had multiple correlations with reading…

Six tests of abilities and attitudes related to early reading achievement were administered to first graders in a rural setting. Scores from the Metropolitan Achievement Test were used as criterion measure of the predictive powers of the tests. Test effectiveness and value are discussed. (Author/DF)

Reading achievement and attitude scores of a National Assessment of Educational Progress sample of 9-year-old students were multiply regressed on one another on home environment variables. Correlations and partial correlations of achievement with home environment, quality of instruction, and leisure time television watching were found. (Author/DF)