The preliterate child must acquire from reading instruction at least the following skills: (a) appropriate scanning behavior, (b) letter and word recognition, (c) letter-sound generalizations, and (d) comprehension of written materials, at least to the degree that the reader can comprehend the same message when received aurally. Almost all modern…

The National Assessment of Reading was not based on any one particular approach to the subject of reading. Its primary assumption was that information would help anyone who is interested in reading--regardless of his approach to the subject--determine for himself how well Americans read. The results of this assessment are reported according to a…

A dropout and flunk-out rate of 50% during the freshman year is occurring in many large municipal institutions of higher education, especially those operating under an open admission policy. This high rate of attrition is felt to be due, in part, to the fact that students entering college under open admissions policies often do not have the basic…

THE COUNSELING TECHNIQUES AND READING SKILLS FOR TERMINAL STUDENTS AT MIRACOSTA COLLEGE IN CALIFORNIA ARE DISCUSSED. AT MIRACOSTA COLLEGE, STUDENTS ARE ADMINISTERED A STANDARD GROUP DIAGNOSTIC READING TEST. TO INSURE COMMON UNDERSTANDING OF THEIR ABILITIES AND DEFICIENCIES, THEY ARE INFORMED OF TEST RESULTS. READING MATERIALS 2 YEARS BELOW THE…

A study compared pupil reactions to instruction in arithmetic by conventional methods and by programed instruction supplemented by teacher-supervised small group instruction. Subjects were 7th graders from two classes in Malmo, Sweden. Pre- and posttests and bimonthly observations were used to monitor arithmetic achievement, reading ability,…

Provides suggestions for teaching students to read in mathematics classes. (RB)

Eleven to fourteen year olds judged the size of eight angles. Subjects were grouped according to reading ability and their nonverbal intelligence was measured. Significant differences in performance were found in relation to age and ability variables, and between the angle-size ranges of 0 to 90 degrees and 90 to 180 degrees. (Author/RD)

Compares the effects of pictorial representation accompanied by visual-verbal or auditory-verbal information on learning time for high and low reading ability high school students. Neither format showed consistently significant effect on learning time; but the auditory-verbal format consistently required less learning time, and high ability…

The study examined the role of verbal mediation in language processing by 88 children (ages 8-12 years) with low verbal/high performance Wechsler Intelligence Scale for Children (WISC) profiles. (Author/PHR)

Comments on the teaching of literature in two-year colleges and suggests ways to interest community college students in reading literature. (MKM)

Five examples illustrate how teachers can analyze patterns of oral reading errors informally, effectively, and inexpensively. (RL)

Examines the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. (HOD)

Reports a study which assessed and compared the verbal responses of good and poor readers at the end of the first grade using a paradigmatic-syntagmatic classification scale for responses. (JM)

Describes the nature and causes of the reading problem and provides some practical information relative to methods and procedures which any secondary teacher can use to diagnose and build the reading skill levels of many different types of students. (Author/RK)