The findings indicated that there were no significant differences between good and poor readers in the nature of information recalled or in their use of perceptual connectives. The type of passage, however, did have a significant effect on the number of perceptual connectives given in the recalls. (Author/NQA)

This study sought to replicate findings from a clinical sample of boys with two normal day school samples, ages 9-10 and 13-14. Results showed a significant interaction effect only for the older group. (Author/SJL)

Finds that the Reading-for-Meaning Scale (first standardized in 1979) shows no drop in reading standards among 7- to 12-year-olds, but shows a widening performance gap between middle-class and low-income schools. Attributes this gap to segregation of schools based on socioeconomic status. Suggests that primary teachers do as good a job as they did…

A study examined the relationship between phonemic awareness and reading ability in 29 elementary children enrolled in a residential school for students with deafness. Reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any variance in reading ability. (Contains…

Discusses conflicting interpretations of results from contrasts of poor and normal readers matched either for chronological age (CA) or reading level (RL). Argues that the outcomes from RL-matched designs or from RL- and CA-matched designs in combination should be interpreted within a broad theoretical and empirical context. (RS)

This study compared 56 early and nonearly readers (matched individually on sex, age, and preschool and kindergarten attended) in terms of their language concepts and skills, as well as their reading achievement, in kindergarten through second grade. The early readers were found superior to nonearly readers on preschool measures of general language…

Examines sibling position as an influence on reading perceptions. Finds that elementary and secondary preservice teachers from the "first born" group viewed themselves primarily as "high" proficiency readers (83%); those from the "youngest" group also perceived themselves as "high" proficiency readers (63%); and those from the "middle" sibling…

Four experiments tested the self-teaching hypothesis of word learning. Findings indicated that: (1) minimizing phonological processing significantly attenuated orthographic learning; (2) reduced orthographic learning was not attributable to alternative factors; and (3) contribution of pure visual exposure to orthographic learning is marginal. It…

This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling,…

This study addressed four research questions: (1) Can first graders comprehend and explain cohesive ties in reading?; (2) Can first graders comprehend and explain ungrammatical or ambiguous cohesive items in reading?; (3) Is the control of cohesive elements in reading related to measures of reading achievement in first grade?; and (4) What…

A study examined the relationship between reading and writing and the abstract thinking ability of college freshmen. It was hypothesized that (1) reading ability, writing ability, and thinking ability would be highly correlated; (2) instruction that improves either reading or writing would also improve thinking; and (3) reading, writing, and…

This report describes the development and norming of parallel forms of the Air Force Reading Abilities Test (AFRAT) which have been designed for Air Force use as replacements for commercial reading tests. A previous study on service applicants found considerably divergent reading grade levels (RGL's) from different commercial tests for subjects of…

From Educational Leadership Research Supplement, volume 2, number 4, March 1969.

To investigate the effect of the Initial Teaching Alphabet (ITA) on spelling proficiency, a study was devised whereby seventh grade students who had been taught reading in the first and second grade using ITA were compared with students who had been taught in the traditional manner. Each group of students was tested on the spelling sections of two…

A reading test and three cloze tests (English, health, and social studies passages with fifth/sixth grade readability levels) were administered to 410 ninth grade students to study the relationship between cloze errors and reading ability. Six types of incorrect responses were considered: synonymous, syntactically acceptable but semantically…