Thirteen English as a foreign language students read 26 passages during a 13-week period. Each passage was read five times, and students answered comprehension questions after the first and the fifth reading. Another 13 students read the same number of passages but without repetition and only answered the comprehension questions once. All students…

State education departments, in discussions with Regional Educational Laboratory (REL) Southeast, identified low reading achievement as a critical issue for their students and expressed an interest in identifying effective strategies to promote the foundational skills in young students that might improve reading achievement. The Mississippi…

In this paper, Piagetian stages are discussed in relation to the internalization of key vocabulary words by children. Research studies that indicate a parallel development using Sylvia Ashton-Warner's idea of key vocabulary of children are briefly discussed. The author agrees that three studies do not completely prove a hypothesis, however they…

The purpose of this study was to determine if significant differences in first grade achievement appeared among pupils who participated in an eight-week Summer Head Start Program and qualified pupils who did not participate. Both groups were divided into three subgroups according to scores on the Draw-A-Man Test. Each subgroup (high, middle, and…

The primary problem was concerned with the uses of hypnosis and waking suggestions as means of improving reading efficiency. A second problem concerned rectifying research design inadequacies related to hypnosis experiments. The procedure used pretest scores secured for rate, comprehension, and vocabulary. Subjects were placed in experimental and…

A major portion of the experiment described in this paper involved two classes which were taught with the basal reader alone and one class which was taught with a basal reader and story-related films. A secondary portion of the experiment involved the use of non-story-related films with a third group of students as a positive reinforcement for…

A study of the vocabulary and comprehension scores of juniors and seniors at Marygrove College was conducted during the winter term of 1983 in order to determine the reading levels needed for success in upper division courses. Because the research was designed to determine the reading levels needed for successful study, students on academic…

THE ACHIEVEMENT TEST PERFORMANCES OF TWO GROUPS OF CHILDREN FOR GRADES 1, 2, AND 3 IN TWO PASADENA, CALIFORNIA, SCHOOLS WERE COMPARED TO EVALUATE THE EFFECTIVENESS OF A 3-YEAR EXPERIMENTAL PROGRAM USING THE PHONOVISUAL METHOD OF READING INSTRUCTION. PUPILS WERE MATCHED ON SEX, IQ, AND CHRONOLOGICAL AGE. DIFFERENCES OBSERVED BETWEEN THE MEAN SCORES…

From 22 June through 30 July 1976, a prototype instruction/evaluation model for a reading-enrichment program was developed and tested. The model included a randomly selected sample of subjects drawn from 280 children, aged eight through seventeen, participating in a sports program at Memphis State University. The 60 experimental-group students…

The major hypothesis tested in this study was that low and average ability subjects could use the strategy of root analysis if instruction could be designed so as to compensate for individual weaknesses. Eighty-eight sixth grade middle class subjects were randomly assigned to self-instructional treatments to learn the root analysis strategy.…

The problem of this study was to provide for the individual differences in a heterogeneous group of students where the reading levels ranged from 2.4 to 8.1 as measured by the Iowa Test of Basic Skills. A group of 26 sixth graders were the subjects for the project. Some of the behavioral objectives for the sixth grade students in the experimental…

The purpose of this study was to construct and evaluate lessons designed to teach a given number of words and the multiple meanings associated with each word. Methodologies employed in the presentation of the lessons were also evaluated. Four treatment groups were established: group 1 used the author-constructed lessons in a team learning…

Harcum Junior College has offered a reading development program for freshmen since September, 1966. Incoming freshmen who score below 30th percentile rank on the Nelson-Denny Reading Test are required to enroll in this program. To evaluate gains made by 51 September, 1970 freshmen who completed the program, the Nelson-Denny pretest and post-test…

Examines the use of repeated readings--children "reading along" with an adult--as a method of improving reading skills. Asserts that repeated readings by children with the voice support of a teacher/parent is an effective way to facilitate reading development. (MM)