The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the "gold standard" of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and…

The Adult Literacy Research Working Group (ALRWG), a panel of experts on adult reading research and practice, was established by the National Institute for Literacy (NIFL) in collaboration with the National Center for the Study of Adult Learning and Literacy (NCSALL). It was part of the Institute's efforts to provide educators, parents and others…

Two studies compared intelligence quotient, reading achievement test results, and spelling errors in 57 adult dyslexics, 56 adult nondyslexics, and 25 adult compensated dyslexics. Results suggest that compensated dyslexics appear very similar to nondyslexics in their reading and spelling skills; however, there is a difference in the automaticity…

This study, with 38 9-year-old poor readers and 40 reading age-matched normally achieving readers, examined qualitative differences in poor readers relative to normally achieving readers of the same reading level. Results suggest that poor readers have worse grapheme phoneme conversion skills and greater reluctance to relinquish the lexical route…

Compares the ability of children at three different levels to use analogy in reading both real and nonsense words. Shows young children can successfully use analogy to decode new words. (HOD)

Presents results of a study comparing self-correction rates among good and poor readers in a reading level design that controlled text difficulty. Reports no significant differences between the groups when reading identical passages at equivalent error rates. Concludes that self-correction rates correlate with reading accuracy but not…

A table was produced to facilitate comparisons among standard scores on the Woodcock Reading Mastery Tests-Revised, in order to assist diagnosticians in determining intraindividual strengths and weaknesses, and thus contribute to instructional planning. (DB)

Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)

Examines the ability of 30 normal and 30 learning disabled children across a three-year period to understand a sequence of instructions, communicate the steps in a sequence to others, and rephrase their verbal messages through a referential communication task. (HOD)

A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

Utilizes statistical data on reading achievement from the National Assessment of Educational Progress to compare the performance of minority and nonminority students in suburban elementary schools. Suggests ways to improve the low minority student achievement. (FMW)

A study was conducted to determine if a teacher-constructed cloze procedure correlated significantly with two standardized tests of reading achievement, thereby testing G.D. Spache's claim that most teachers are unable to design valid and reliable assessment materials. Subjects were 60 fourth and sixth grade students who were administered the…

This study examined whether students perform better academically if they are in a multi-ethnic school setting, in the minority in a predominantly single-ethnic school, or in the majority at a predominantly single-ethnic school. The study looked at three ethnic/racial groups: White, Black, and Hispanic; and analyzed urban students' mathematics and…

A comparison of seventh and eighth graders' behaviors and achievement in K-8 and junior high schools shows K-8 students performing more favorably in all areas. Students in nine K-8 schools and nine junior high schools in the City School District of New York City were compared on reading achievement, attitude toward school, students' self-esteem,…

To examine how classroom conditions such as students' mean aptitude, materials used, and instructional time influence the amount of reading material covered, 12 first grade classrooms were each observed for 12 days over a 36-week period. Students' reading readiness and word recognition skills were tested prior to observation while group mean…