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Gerber, Marilen J.; White, Donna R. – 1980
The performance of good and poor readers was compared on a series of three visually presented paired associate tasks varying the verbal codability level of response items. Performance of the 32 poor readers was significantly lower than that of the 32 good readers across all three tasks. There were no differences between good and poor readers in…
Descriptors: Comparative Analysis, Language Acquisition, Learning Theories, Paired Associate Learning
Van Strat, Georgena – 1975
Identification of ingredients of successful urban reading programs in order to effect an increase in reading achievement in urban schools is the purpose of this paper. An historical-sociological framework is established. Pertinent literature which seeks to explain the causes of reading failure in urban schools is reviewed. Among the topics…
Descriptors: Disadvantaged Youth, Doctoral Dissertations, Elementary Secondary Education, Program Evaluation
Hirst, Lois T. – 1974
Both the remediation of reading deficiencies and the alleviation of severely deviant behaviors are necessary for the proper social and emotional development of the child and for his normal academic achievement. A successful reading program for children with behavior problems provides for daily success. Initial and continued teacher reinforcement…
Descriptors: Elementary Education, Reading, Reading Achievement, Reading Development
Stank, Peggy L. – 1973
The purposes of this study were to evaluate the effect of a diagnostic structured kindergarten program on the predicted reading levels of disadvantaged urban children and to compare the effect of this program with the effect of the traditional kindergarten curriculum. The subjects were 196 children in eight kindergarten classes. More than 70% of…
Descriptors: Diagnostic Teaching, Disadvantaged Youth, Doctoral Dissertations, Kindergarten Children
HENDERSON, EDMUND H.; AND OTHERS – 1965
THE RELATIONSHIPS OF THREE PERSONALITY CONCEPTS, DIFFERENTIATION, ESTEEM, AND INDIVIDUALISM, TO READING ACHIEVEMENT AND DISABILITY WERE EXPLORED. THIRTY-TWO BOYS AND 16 GIRLS, AGE 7 TO 14 WITH 1 TO 6 YEARS READING RETARDATION AT THE UNIVERSITY OF DELAWARE READING STUDY CENTER WERE MATCHED WITH SUCCESSFUL READERS OF THE SAME AGE AND SEX. THE SCHOOL…
Descriptors: Adjustment (to Environment), Comparative Analysis, Individual Testing, Matched Groups
Russell, Sheldon Noel – 1973
Oral reading errors of functionally illiterate adults were compared with those of younger readers at the same achievement level. The sample consisted of 34 second- and third-grade pupils and 31 functionally illiterate adults; all subjects were reading between grade levels 2.5 and 4.0 for both word recognition and comprehension, as measured by the…
Descriptors: Adult Basic Education, Doctoral Dissertations, Miscue Analysis, Oral Reading

Kleederman, Frances F. – Reading World, 1977
Responds to an article by S. Alan Cohen on oral language deficiency and its relation to reading failure, and concludes that reading achievement and reading failure are largely determined by cognitive and communicative strategies that may be socialized differently in diverse social and ethnic groups. (JM)
Descriptors: Cognitive Processes, Elementary Secondary Education, Language Handicaps, Language Proficiency
Bruininks, Robert H. – J Learning Disabilities, 1970
This article is a partial summary of a doctoral dissertation completed under the direction of Professor Lloyd M. Dunn at George Peabody College for Teachers. (RD)
Descriptors: Auditory Perception, Disadvantaged Youth, Exceptional Child Research, Perceptual Development

Pflaum, Susanna W.; Pascarella, Ernest T. – Learning Disability Quarterly, 1982
Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)
Descriptors: Attribution Theory, Elementary Education, Feedback, Helplessness
Beers, G. Kylene – School Library Journal, 1996
Discusses ways to help motivate reluctant readers. Topics include early reading experiences of aliterate readers; the value of reading-related activities like book clubs and reading clubs; other activities that motivate and/or discourage readers; the role of parents, teachers, and librarians; and narrowing choices to make book selection easier.…
Descriptors: Elementary Secondary Education, Library Role, Motivation, Parent Role

Roller, Cathy M.; Fielding, Linda G. – Primary Voices K-6, 1998
Argues that talk is a critical variable in work with struggling readers, contributing to their problem solving and engagement in reading tasks. Speculates about factors that contribute to children's failure: child and family factors, constraints within which teachers and schools operate, and the adversarial nature of the discourse surrounding…
Descriptors: Elementary Education, Family Influence, Instructional Effectiveness, Politics of Education
Mathes, Patricia G.; Denton, Carolyn A.; Fletcher, Jack M.; Anthony, Jason L.; Francis, David J.; Schatschneider, Christopher – Reading Research Quarterly, 2005
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…
Descriptors: High Risk Students, Grade 1, Beginning Reading, Student Characteristics
Hebrard, Jean – 1990
Virtually every country in Europe discovered in the late 1970s that a section of its population had serious difficulties in using written language. Examined from an historical angle, this phenomenon can be seen as part of a complicated set of factors. Urban France can be said to have been fully literate by the late eighteenth century, especially…
Descriptors: Compulsory Education, Core Curriculum, Educational History, Educational Practices
Blau, Harold; Loveless, Eugene J. – 1980
For the dyslexic and others with similar problems, a revision of the sequence of modalities known as VAKT (for visual, auditory, kinesthetic, tactile) might achieve more effective and more rapid remediation. The new sequence is designated as TAK/v. The subordination of the visual modality is based on the recent identification of visual processing…
Descriptors: Dyslexia, Learning Disabilities, Reading Difficulties, Reading Failure
Walker, Barbara J. – 1990
This monograph elaborates the interactive definition of reading and illustrates how this process, along with inappropriate instruction, can reinforce poor reading behaviors. The monograph also outlines current instructional procedures and proposes new programmatic solutions. The monograph concludes with a list of premises based on recent reading…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Reader Text Relationship, Reading Difficulties