A study established whether self-esteem had a positive significant effect on reading achievement. Data were collected from 117 fourth-grade students in a middle class suburban setting. Results of a self-esteem test (the Piers-Harris Children's Self-Concept Scale) were correlated to standardized reading test scores (California Achievement…

Investigates the validity of the Reading Anxiety Scale. Finds that (1) reading anxiety shows a stronger negative correlation with reading achievement than does general anxiety; and (2) although general anxiety and reading anxiety correlate substantially, reading anxiety measures something beyond general anxiety. (RS)

Investigates whether the vocabulary of written comprehension questions is an independent factor in determining students' reading comprehension performance. Finds that academic vocabulary in comprehension questions significantly decreased question-answering performance. Computes simple, multiple, and semipartial correlations between vocabulary…

A study examined the predictive validity of two methods of prior knowledge assessment: free association and prediction. Subjects, 72 sixth graders from suburban public and private schools, were divided into four groups: standard free association; standard free association plus prediction; definitional free association; and definitional free…

Reports a study of sixth-grade students in a West Coast metropolitan area which found that high interest resulted in greater comprehension, that discrimination between reading levels was lower with higher interest, and that reading interest affected high-ability students more than low-ability students. Bibliography. (MD)

A study examined the relationships among elementary school principals' knowledge of reading, principals' involvement in the school reading program, teachers' knowledge of reading, and elementary school student reading achievement. Subjects, 20 principals and 68 teachers from 20 schools in a small western city, responded to a 20-item survey…