A Right to Read Program was given major emphasis for the 1971-72 school year by the Union Free School District (New York). Every teacher devoted an additional 110 minutes weekly to the program which involved about 400 of the nearly 2500 pupils in grades 2 through 8. The objectives fell into two categories: to improve basic reading skills and to…

This is the fifth report describing notable reading projects funded under Title Two of the Elementary and Secondary Education Act. The project descriptions were supplied by ESEA Title Two coordinators and media supervisors in the State departments of education for Arkansas, California, Georgia, Guam, Maryland, Michigan, New Hampshire, New York,…

A manual concerned with communication and the development of communicative skills in general is presented. Specifically, it deals with the significance of speech in its relation to reading. The point is made that a child's awareness of self as an individual and as a worthy human being emerges in direct relation to this ability to express himself.…

Results from the first and second rounds of the reading assessment conducted by the National Assessment of Educational Progress are discussed and compared, with conclusions based on comments by a panel of six reading specialists. Changes in reading ability between the 1970-1971 and 1974-1975 school years are dependent on the age of the pupils and…

Elementary school children's ability to monitor other children's reading comprehension was examined through the use of a cloze test. Considered were children's ability to correct other children's errors, differences attributable to reading ability level, and the effect of context distance on task performance. (MSE)

Investigates college students' ability to monitor learner-controlled vocabulary instruction when performed in traditional workbook-like tasks and in two different computer-based formats: video game and text game exercises. Suggests that developmental reading students are unable to monitor their own vocabulary development accurately. (MM)

Examines a remedial reading program for grades 4 and 5. Claims that a reading program featuring oral language, good children's literature, interesting reading activities, writing, and attractive reading incentives in an informal classroom structure can change negative reading attitudes and improve reading abilities. (MM)

Discusses two facets of the disparity between the way children learn and the way they are tested: the necessity of practice and the importance of prior knowledge. (FL)

Examines the stratifying processes of grouping and tracking in the primary grades among high- and low-ability reading groups and presents a framework for comparing students' experiences in the reading groups. (HOD)

Studies the development of word-retrieval speed and its relationship to reading in 72 average and 11 severely impaired readers in kindergarten through the second grade. (HOD)

A study examined the reading apprehension, writing performance, and perceived job reading requirements of 91 students enrolled in an upper-division business writing course. Results indicated that students with higher course grades showed lower levels of reading apprehension and anticipated higher reading requirements in future jobs. (SRT)

Low IQ should not be deemed as an index of poor learning ability. Information about middle school children's learning efficiency as measured by the Learning Efficiency Test Battery was found to be more useful for predicting reading ability than conventional types of assessment. (Author/RM)

Reports on two experiments that explore the comprehension difficulties of children with normal word recognition ability. Concludes that skilled readers engage in more constructive processing and that comprehension difficulties are not the result of a defective working memory. (SRT)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

Describes how news magazines were used successfully as supplements to teach civic literacy, vocabulary, and writing to college level reluctant readers. Contains two sample exercises. (HOD)