Proposed is a theory of cognitive integration to explain the observed failure that many black and Puerto Rican elementary school children experience in learning to read despite intensive efforts at remediation. (Author/DB)

Findings indicate that early retention may increase achievement, but is indicative of lack of readiness on part of child for learning. Suggests transitional or ungraded classes to assist them, and to avoid social stigma of being held back. (CJ)

Author concludes that paraprofessionals can be effective in teaching children, and that a participatory educational approach from the bottom up may be much more meaningful than the hierarchical downward oriented bureaucracy. (Author/MB)

The importance of personality factors in determining success in school and work is widely recognized. In the school setting, ratings of students by their teachers have been widely used as a means of assessing certain personality traits. There is evidence that ratings scales do have validity and that they can be improved. (Authors/JB)

Compares evidence available today on the subject of reading rate with that contained in a recently republished book by Edmund B. Huey and concludes that the similarities between the two are remarkable. Bibliography. (MD)