The role of reading retardation as a factor in juvenile delinquency was examined in a study which sought (1) to determine a correlation between retardation over a 5-year period and (2) to observe any changes which might have occurred in the relationship since a 1915 study. Boys committed to a St. Paul, Minnesota, boys' residential treatment center…

Twelve kindergarten and 12 first-grade children with a high risk of failure in reading were identified using the Jansky-de Hirsch Screening Index; an equal number of potentially average readers were also selected. Strengths and weaknesses in areas related to success in reading were assessed using factor scores from the Jansky Diagnostic Battery.…

Learning to read is a qualitatively different process from learning to compute, in that each student must discover his own ways of finding meanings. (JH)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

Reports on a study that found that a large proportion of adult poor readers reported negative memories of reading aloud in school. Also found that dislike of oral reading increased with reading ability, was present equally among men and women, and was less common among Blacks than Whites. (ARH)

Despite large gains in reading proficiency by minorities over the past decade, Hispanic and Black children's reading levels remain significantly lower than Whites. This article examines the effects of parent educational level and family reading behaviors on minority and nonminority children. (Author/LHW)

Reviews research supporting the concept that girls usually outperform boys on tasks requiring verbal skills and that boys outperform girls on tasks using visual and spatial skills. Offers an explanation for this situation based on left brain/right brain research. Concludes that the curriculum in American schools is clearly left-brain biased. (FL)

Children who have reading disabilities are prone to become emotionally maladjusted due to the humiliation of poor reading ability and the anxiety over gaining peer approval. Adding to the child's problems are negative parental reactions. Suggestions for remedies are given. (JN)

Research suggests that there are three subgroups among poor readers, each with different patterns of skills, and that diagnosticians should look for an imbalance of skills, rather than any set assortment of strengths and weaknesses. (MKM)

This case study describes different traditional and sensory approaches to reading which were tried unsuccessfully with Jim, a third-grade nonreader, until a breakthrough was made by teaching him Exact English Signing. The author speculates that other techniques, such as braille, might also help the learning disabled. (SJL)

Examines the gains in single word recognition and oral reading fluency made by low-progress readers after an intensive, systematic skills-based reading program. Reports that the results did not support the hypothesis because both groups of low-progress readers made gains on the reading measures. Includes references. (CMK)

Examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phonological skills and language processing at the beginning and end of kindergarten were administered to 40 native English speakers, 59 bilingual children, and 60 children…

Describes how specially trained teachers working with small groups of children helped to reduce the risk of failure that was threatening many low-achieving first grade students. Provides details of the Early Intervention in Reading Program of a small school district in the midwest. (PRA)

Compares the reading ability of children with dyslexic parents and/or older siblings to children with no family incidence of dyslexia. Finds that many children from dyslexic families developed reading problems by the end of second grade. Discusses implications of the results for etiological theories of dyslexia. (RS)