Finds considerable instability across two administrations of Carbo's Reading Styles Inventory (RSI), for both the reading methods and the recommended adjustments for implementing the methods. Finds it unlikely that reported benefits from adjusting instruction based on the RSI derive from matching a method to assessed style. (SR)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

Reviews research on children's early storyreading experience along the following dimensions: historical perspective, the significance of read-aloud, parent-child read-aloud, and teacher-student read-aloud. Shows a need for more naturalistic studies of read-aloud, more studies exploring connections between read-aloud at home and school, more…

Studies the effectiveness of a token economy on specific inappropriate social behaviors of three first grade students. Suggests that token economy systems can be very effective in decreasing disruptive behaviors of primary aged students. (MG)

Qualitatively examines the problems and successes of first- and second-grade children as they were introduced to word processors. Finds that the problems encountered were neither lasting enough, nor insurmountable enough to recommend not introducing children to word processors. (RS)

Investigates whether teachers behave in ways consistent with their theoretical orientation to reading during reading instruction. Finds that a majority of the teachers did not teach reading in a manner consistent with their self-reported theoretical orientation. (RS)

Details an investigation of the relative contribution of two dimensions of field dependence-independence to the prediction of specific reading skills for first-grade children in an intensive phonics program and in a basal reader program supplemented with phonics. (FL)

Compares effectiveness of computer-based instruction in K-2 to traditional instruction on the reading and writing achievement of second graders. Finds educationally significant effect sizes on comparisons of reading scores and measures of writing in favor of the computer-based instruction group for at-risk students. Suggests that computer-based…

Examines the relationship between three methods of testing students' phonics mastery. Questions existing ways of interpreting test results and suggests two alternatives. (FL)

Uses content analysis and a descriptive technique to describe the attributes of the most prominent workbook items found in the workbooks of four basal reading series. (SR)

Discusses a study of a reinforcement program using a multiple baselin design to teach number names to a learning disability student. Results indicated that a classroom teacher can design and implement a methodologically sound, practical, and effective behavior change program. (JM)

Reveals that oral syntactic control had the greatest direct effect upon deep structure recovery among Black second grade children. (FL)

Examines the impact of shared reading experiences with predictable books on 24 inner-city African-American first graders' attitudes toward reading. Finds no significant differences in reading attitudes after eight weeks of intervention. (RS)