Describes a personalized reading self-study in which a teacher reads selected articles, maintains profiles on rate and comprehension for each, and then describes the reading and makes recommendations for further development based on cumulative profiles. (FL)

Surveys the reading and television viewing habits of K-12 children and the perceptions of K-8 students' parents about their children's use of time. Finds discrepancies between middle grade students' reported reading times and parents' faith in their children's reading ability; suggesting the need to educate parents and to make changes in the…

Concludes that the Nelson-Denny Reading Test (NDRT) provides valid predictions of student academic aptitude and is a reliable measure of reading attitude. Finds no significant correlation between the NDRT and student self-concept. (FL)

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Finds that rural middle-secondary classroom teachers expect a reading program that is highly compact and content focused and which will replace remediation. Suggests that trained content/reading specialists are needed to promote critical thinking and workplace literacy skills. Offers recommendations for establishing a pragmatic reading agenda for…

Examines the impact of multiple skills assistance on preservice teachers preparing for standardized tests. Finds significant gains in reading, mathematics, and writing skills. Demonstrates that a single comprehensive skills laboratory operated by a differentiated staff is a sensible method of procuring appropriate intervention for future teachers.…