Finds that developmental reading students were as successful in college as low ACT nondevelopmental students but not as successful as the higher ACT students. Suggests that ACT scores and age were the best predictors of college success. Demonstrates the need for developmental classes for underprepared college freshmen. (RS)

Analyzes relationships among popularity, reading, and self-concept in 79 second grade students. Results indicate that high-SES (socioeconomic status) students were more popular than low-SES students, and that unpopularity correlated significantly with reading ability, self-concept, and SES. (MM)

Provides reading program supervisors' evaluations regarding the effectiveness of 22 sets of commercially-prepared reading materials. (FL)

Concludes that the Slingerland Screening Tests were reliable and useful in locating primary school children who were experiencing reading difficulties and were in need of individual attention. (FL)

First grade students were administered a screening battery that included the Otis-Lennon Mental Ability Test, the Metropolitan Readiness Test, the Bender Gestalt Test, and the Visual Memory Technique. Stepwise regression equations revealed that the Bender Gestalt Test significantly increased the predictive power of the test battery. (FL)