Reading skills change developmentally, from acquisition of decoding skills to reading-to-learn. This article discusses the non-instructional and instructional factors that associate with acquisition, and the non-instructional and instructional factors that associate with reading-to-learn. (Author/BW)

Part One of this book deals with theoretical considerations in the cross-national comparisons of language and reading instruction and achievement. Discussions of the scope and methodological problems of such research, bases for comparison, attitudinal and cultural variations, teacher preparation and organization variables, the varied linguistic…

The University of Victoria and the Canadian Department of Indian Affairs sponsored a 4-week prekindergarten, preschool, and orientation program for Indian children living on 4 reserves in the southern region of Vancouver Island. The 3 groups of children served were 4- and 5-year-olds (prekindergarten), 5- and 6-year-olds (preschool), and 7-…

Fifty-five first grade students from low socioeconomic neighborhoods who lacked understanding of fundamental concepts frequently found in preschool and primary instructional materials and who possessed a low self-concept and limited experience were divided into a control and two experimental groups. The Boehm Test of Basic Concepts (BTBC) was…