This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

Examines the effects of students' access to print via a community library. Compares knowledge of authors, words, books, and magazines between the students who accessed the community library and students who used the school library. Indicates that the students who visited community libraries outperformed students who did not. (SG)

No significant correlations were found between arithmetic computational ability and reading ability for students with normal intelligence who have difficulty in reading. (RB)

Demonstrates some of the important factors that should be considered in research into the teaching techniques used with schizophrenic twins. (RB)

Confirms findings of other studies indicating that textbooks used by college freshmen were in most cases several grade levels above the students' reading abilities. (RB)

Results were analyzed to see if a significant correlation might exist between the results of the cloze procedure and other readability formulas that would permit substituting one for the other in describing the readability level of selected non-text materials. (RB)

Reports study which found that some high school students were far from any reasonable level of mastery of the ability to comprehend directions on potentially hazardous household products. (JM)

Concludes that a systematically organized program of group counseling and tutoring did not produce significant changes in the attitudes, reading ability, and grade point averages of academically deficient students who had returned to college after military service. (FL)

Shows that, at each grade level and overall in grades 1-6, poor readers are not seen by their peers or by themselves as personally and socially as "good" as are good readers. (SR)

Concludes that some sociological and adjustment factors are related to scholastic achievement. (RB)

Reveals that the cloze and comprehension test scores correlated at significant levels, thus supporting the predictive validity of the cloze procedure. (RB)

Investigates fifth-grade children's expectations for stories in relation to knowledge of literature/reading ability. Shows "high readers" included more high-level story propositions and structurally important story information than did low readers; students who included structurally important story information scored higher on knowledge…

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)

Two additional hypotheses were tested in a replication of a previous study that found two factors from the "Children's Personality Questionnaire" that discriminated between disabled and non-disabled readers. Notes the differences between this study's results and the original study's results. (RL)