The reading abilities of enlisted personnel are of interest to the Air Force for a number of reasons. One important reason is that the Air Force must ensure that airmen have the abilities necessary to read and comprehend training material and job aides such as technical orders (TOs). Since reading ability tends to differ among the Air Force…

Noting that the amount of reading students do is related to their reading achievement, this booklet presents an instrument designed to measure the amount and breadth of students' reading in and out of school. The first part of the booklet discusses the Reading Activity Inventory (RAI) and how it differs from other reading activity measures, uses…

Examines the differences between beginning and skilled readers in the units used to represent the meaning of text. Compares reading times and recall of 50 third- and fifth-graders. Stimulus sentences all had the same number of words but varied in the number of underlying propositions. (Author/CB)

Illustrates a compromise between vertical and horizontal typographies which should make speed reading faster and more reliable, and suggests that computers could prepare text according to this arrangement. (MB)

Argues that the term "reading potential," as it is now commonly used and computed by many reading personnel, needs to be delegitimatized. (Author/SDH)

This paper discusses the role of the affective realm in the reading process. Its purposes are to provide some basic information about self-concept and to emphasize the prominent position which self-concept should occupy in teaching. The contents include a discussion of what self-concept is, of how self-concept is developed, and of the relationship…

The relationships between reading scores of seventh-grade readers and their scores on the Zaslow Concept Formation Test were studied. The Gates-MacGinitie Reading Test and Tests of General Ability scores were obtained from school records on 118 students of which 32 were considered high-scoring readers (upper 27 percent) and 32 low-scoring readers…

Between 1981 and 1983, market progress was achieved in both reading achievement and reading parity (equal proportions of Black and White students at each grade level achieving a minimum reading level) in the Cleveland public schools. (GC)

Argues that use of intelligence as an aptitude benchmark in the definition of dyslexia conceals illogical assumptions about the concept of potential. Concludes that the validity of a severe discrepancy between aptitude and achievement as the defining feature of dyslexia has yet to be established sufficiently to justify differential educational…