Reports on a program that used older adults to tutor children in reading. Finds that the children made significant gains in reading as a result of the program. (FL)

Measures the effects of tape recordings alone, tape recordings and printed texts, and printed texts alone on the comprehension, oral reading, and vocabulary abilities of eighth-grade students and reports no significant differences with any method. Bibliography. (MD)

Reviews results of previous studies and describes projected studies designed to suggest input variables related to reading and to provide further knowledge of phoneme-grapheme relationships in reading. Bibliography. (MD)

Describes a reading battery that was assembled to advance study and definitions of reading maturity. Factor analysis shows the battery to have greater implicit construct similarity to a popular taxonomy and diagnostic system than conventional measures typically address. (FL)

Examines whether (1) the belief of reading educators that beginning reading methods do not significantly differ is correct; (2) differences exist among methods for teaching older readers and for remediating disabled readers; and (3) instructional methods differ across subject type, treatment characteristics, different achievement measures, and…

Reports that first grade children could be taught auditory perceptual skills, but that this training did not have a significant effect on their reading achievement. (Author/FL)

Reports preliminary findings of a study (in progress) on the statistical and content validity of eight reading achievement tests. (JM)

Uses picture-word interference tasks to examine the relationship between reading achievement and the automatic recognition of familiar and less familiar words and pseudowords. Finds that achieving and nonachieving fourth-grade readers show similar automatic recognition of both familiar and less familiar words. (MM)

Examines the contributions of rapid automatic naming, verbal ability, and phonological awareness to the prediction of phonological and orthographic skills from the first to the second grade. Illustrates how explicit computational models of reading can clarify relations among tasks commonly used in reading research. (SC)

Investigates metacognitive monitoring in the processing of anaphors in 10-year-old skilled and less-skilled comprehenders. Finds that less skilled comprehenders (1) showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision; and (2) were sensitive to difficulties in processing pronouns in the self-evaluation…

Examines the relationship among first-language (L1) reading, second-language (L2) knowledge, and L2 reading for 88 beginners and 43 upper-level French students at the Air Force Academy. Demonstrates the importance of L1 reading and L2 knowledge to L2 reading comprehension. (RS)

Focuses on the issue of convergent and predictive validity of measures using a broader range of orthographic tasks than previously examined. Finds that a measure of print exposure predicted variance in orthographic processing after the variance in phonological processing had been partialed out. (SG)

The effective classroom reading instruction and early reading interventions is routinely misrepresented and exaggerated by the federal officials. Individual tutoring that produces on-level reading achievement is presented based on the misinterpretations of the research.

"Reading Recovery"[R] is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. Students are chosen for "Reading Recovery"[R] by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy…