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A STUDY WAS CONDUCTED AT BISHOP COLLEGE, DALLAS, TEXAS, TO EXAMINE THE READING NEEDS OF PROSPECTIVE ELEMENTARY TEACHERS. SCORES ON THE NELSON DENNY READING TESTS, ADVANCED FORM A, ON THE OTIS QUICK SCORING TESTS OF MENTAL ABILITY, GAMMA FORM BM, AND GRADE POINT AVERAGES COVERING 4 YEARS OF COLLEGE WORK WERE ANALYZED FOR 29 NEGRO ELEMENTARY STUDENT TEACHERS. APPROXIMATELY ONE THIRD OF THE SUBJECTS WERE IN THE 30-40 AGE RANGE, AND TWO-THIRDS WERE LESS THAN 25 YEARS OLD. RESULTS INDICATED THAT THE MEAN TOTAL GRADE EQUIVALENT ON THE NELSON DENNY READING TEST FOR THE SAMPLE GROUP TESTED WAS SUFFICIENTLY BELOW THAT OF THE NORMATIVE POPULATION TO JUSTIFY THE ELEMENTARY STUDENT TEACHERS' NEED FOR READING IMPROVEMENT. THE CORRELATION COEFFICIENTS BETWEEN SCORES WAS NOT SIGNIFICANT ENOUGH TO STATE THAT THESE STUDENT TEACHERS READ AT LEVELS COMMENSURATE WITH THEIR IQ, OR THAT THEIR GRADE POINT AVERAGES WERE COMMENSURATE WITH THEIR READING PERFORMANCE. VARIABLES SUCH AS AGE, SIZE OF HIGH SCHOOL GRADUATING CLASS, AND EDUCATION AND OCCUPATION OF PARENTS DID NOT SEEM TO INFLUENCE THE READING SCORES OF THE SUBJECTS. A SIMILAR STUDY WITH 200 SUBJECTS EQUATED ON THE BASIS OF AGE AND INTELLIGENCE IS PLANNED. A REVIEW OF RELATED LITERATURE AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE ANNUAL MEETING (ST. PETERSBURG, DECEMBER 1, 1966). (RH)

Approved For Release 2000/08/26 : CIA-RDP61S00527A000200080041-3 Cossr iet China: Transportation Perforuanoe in Tone Originated and Ton.4iloaeters,, by Type of Carrier 1952.62, and 1967 19 Tong Originated (Million Metric Tons) 132.1 Highvsys 20.7 (Excluding native transport) Inland Waterways 9.41 (Excluding Junks) Coastal Shipping 5.76 (Excluding jw ks) (167.97) Tor - loasetere (Billion Ton-Kilameters) ~Railroads Rtghvays Inland Wateropys Coastal Shipping 45.7 50.9 15.9 17.5 56.o 61.2 19.4 21.2 66.3 92.1 23.0 32.2 (494.50)(567.40) (647-40)(734.40) (826.30)(1309.30; 494 667 ? 73 826 1310 151 169 ._ 190 S8w2 238 382 5.24 6.44 7.72 9.12 14.5 16.9 17.7 19.7 21.7 23.7 25.7 35.7 12.6 14.0 15.5 17.0 18.4 15.8 ( .54)( .14) ( )( .d2) ( .60)( .4o) Ap d'For Release 2000108126: CIA-RDP61S00527A000200080041-3 2957 1957 1957 (mr (Revised Goal) 0oa1) Tdrtis~ate 19 1 A -__ 1960 1961 196 160.4 192.6 193.4 246.0 745.5 256 270 302 338 379 424 475 763 30.4 113.5 50.1 79.1 67.5 104.3 105 131 161 193 228 262 I _ 15.3 24.5 26.3 35.1- 36.9 40.6 5.92 9.91 10.4 10.8 11.5 13.9 (212.02) (266.51)(780.20) (371.30) (361.40) -- (1J9.50) 168 212 267 280 211 lill ___ 60.2 78.1 93.2 98.1 120.4 120.1 126.5 134.6 0.678 1.18 1.87 2.52 3.50 3.21 3.79 3.64 5.63 7.89 14.4 12.9 15.3 15.7 5.00 4.65 8.04 8.36 8.60 10.7 11.1 $.lro)( .11) ( ?19) 69 518) 89 56) f1 1.40) 9.40) jjk

Focusing on the problems of validity and representativeness of samples, a study examined the history of literacy in the United States since 1880 in order to set the contemporary debate on test scores, literacy and reading performance in the longer-range perspective of the last 100 years. The quality of the data and the arguments of literacy scholars concerning crude literacy, reading performance, and functional literacy were examined. Results indicated that although the problems of concept validity, representativeness of research samples, and noncomparability across time confuse the attempt to discern trends, three historical trends were identified. These trends are that (1) in the twentieth century, self-reported outright illiteracy almost disappeared as a percentage of the whole population; (2) the big story in twentieth century literacy is the rise in school attainment, not the relative effectiveness of schools to teach children at a particular grade level; and (3) the greatest difficulty was found in making a confident statement about the reading abilities of people at different points in time with the same amount of schooling. Findings suggest that present-day literacy policy should be argued on the basis of an assessment of the current condition and on the basis of shared educational goals and not on the basis of alleged declines or rises in literacy skills. (Five footnotes are included; 15 pages of references, 20 charts, and five appendixes of data are attached.) (RS)

Background: The overall goal of the No Child Left Behind Act (NCLB) of 2001 is to close, by the end of the 2013-2014 academic year, "the achievement gap between high- and low- performing students, especially the achievement gap between minority and non-minority students and, between disadvantaged children and their more advantaged peers" (NCLB, 2001, Sec. 1001[3]). Under the federal NCLB mandates, adequate yearly progress (AYP) targets must be set for the entire period from 2002 to 2014 in order to ensure that all students and all schools eventually meet the content and performance standards adopted in their respective states. It was within this context that the Texas Education Agency (TEA) launched its Texas Assessment of Knowledge and Skills (TAKS) in spring 2003 to improve its accountability system. The accountability provisions in NCLB clearly refer to two demographic variables underlying the current inequity in public education: economic disadvantage and race/ethnicity. It is obvious that the essence of accountability, according to the NCLB, is accountability for subgroups, particularly subgroups that have historically been disadvantaged by their low income and minority statuses. It is therefore important to investigate the extent to which student performance on the 2002-2003 TAKS was determined by economic disadvantage and minority status, so that the Beaumont ISD Superintendent of Schools, School Board members, and the cabinet may have a clear baseline picture by which it can judge how well Beaumont Independent School District schools and students will be leveling the playing field from 2002 up to 2014 to ensure educational equity. Purpose: The objective of the present study was to examine the impact of three demographic variables: poverty, ethnicity, and gender on the risk of a student failing to meet the TAKS reading proficiency standards in 2003. Research Design: Purposeful with four grade levels (3rd, 5th, 8th, and 10th) and three research questions. Study Sample and Setting: Students were drawn from all of the 29 elementary and secondary schools Beaumont ISD. There are 24 (16 elementary, two high, and six middle schools) school-wide Title 1 campuses in BISD. The total sample consisted of 75 teachers (11 male and 64 females) with average cumulative length of service as 12.89 years (minimum was two and maximum was 37 years); and 35%, 15%, and 50% of these teachers were African, Hispanic, and Caucasian Americans respectively. There were a total of 6,112 students in this study: 1,648 third graders, 1,560 fifth graders, 1,502 eight graders, and 1,402 tenth graders. Intervention and Control/Comparison Condition: None. Data Collection and Analysis: Data for this present investigation were collected from the district's database and state's achieves at the campus level namely the Texas state Academic Excellence Indicator System (AEIS) database of the State of TEA for the 2001-2003 school years. Within the TEA database are information about individual students and teachers and campuses. The dependent variable in this study is the binary variable of pass/fail (pass = 1, fail = 0). The event of failure (0) is modeled in logistic regression. Findings: The three-predictor model can correctly classify 65.0%, 64.8%, 64.5%, and 64.8% of the students into the "pass" or "fail" group at grades 3, 5, 8 and 10 respectively. That is, without any consideration to academic capability, roughly 65% of the students' TAKS reading results could be correctly placed. Conclusions: As expected, girls have a significantly lower failure rate than boys in reading across the grade levels, with statistically significant odds ratios of 0.73, 0.61, 0.54 and 0.49 for grades 3, 5, 8 and 10 respectively. The present study is limited by the absence of many other demographic variables that might conceivably have contributed to the failure rates on the 2002-2003 TAKS reading tests. It also faced the methodological challenge of how to include numerous smaller subgroups into the analyses. The predicted probabilities of failure used in classifying the students into the predicted pass and fail groups may be optimistically biased because the predicted results and the actual results are from the same data. Validations using 2004-2005 and 2005-2006 TAKS data are under consideration. (Contains 4 tables.)

A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction of meaning) with fourth- and fifth-grade students who, based on their Total Normal Curve Equivalent scores on the Iowa Tests of Basic Skills (ITBS), exhibited severe reading problems. Subjects were 123 randomly selected students (50 from grade 4 and 80 from grade 5) from a public school system in a small southern town. Of these 123 students, 25 fourth graders and 40 fifth graders were randomly assigned to either the experimental or the control group. Both groups were administered the Interest Reading Inventory (IRI), the Slosson Oral Reading Test (SORT), and the Analytical Reading Inventory (fifth edition) (ARI), Narrative and Expository. Results indicated that the integrated language arts format for reading instruction increased reading comprehension performance and had no significant effect on word recognition performance. Also a relation was found between scores on the DSI and word-recognition performance; however, no relation was found between Dyslexia Screening Instrument (DSI) scores and reading comprehension. Findings suggest that teaching students how to use a variety of comprehension and vocabulary strategies as well as how to monitor their own learning may equip them with effective tools for constructing meaning. (Contains 14 references and 8 tables of data.) (CR)

~ ~vry ~ ~ 25X1A C "1 k; Approved For Release 2002/09/04: CIA-RDP78BO4747 001'900030015-3. 25X1A , /'~ 25X1A / 25X1A Post Office Box 0188 Fort Davis St

Approved For Release 2004/03/19Ei CR 80B01500R~00100030019-1 THE DIRECTOR OF CENTRAL INTELLIGENCE Office of the Director 12 June 1974 SUBJECT Changes to Second Draft (15 May 1974) Entitled: Criteria for Evaluation of Collection Performance Against NGA Warsaw Pact Ground Force Units and Selected Installations REFERENCE: Study Group Meeting of 30 May 1974 Draft for Discussion and time to be announced. 1. Enclosed are page changes to subject document denoting those changes agreed upon at the 30 May 1974 meeting. These primarily reflect administrative changes caused by the addition of the Soviet Non-Divisional Artillery Units and typing corrections. The only ex- ception is paragraph 7, page 5, which has been changed to reflect the agreed upon wording developed during the 30 May 1974 meeting of the Study Group. 2. There will be a meeting to review this draft the latter part of the week of 17 June 1974 at a date 25X1 Acting National Intelligence Officer Conventional Forces DIA REVIEW COMPLETED 25X1 Distribution: Mr. Robert Baraz (State Department) Mr. Raymond Firehock, Jr. (ACDA) SECRET PPT For(F ell e120g4/03/11: CIA-RDP80B01500R000100030019-1 NIO/RI-1 (wo/encl.) NIO/JB Chrono-i (wo/encl.) 25X1

Approved Fo lease 2004/11/30 : CIA-RDP78BO477 00800090003-3 PAR 25'. 31 Mar 64 SUBJECT: Analysis of Photographic Image to Evaluate System Performance.- TASK/PROBLEM 1. To investigate'microdensitometer edge tracing as a technique for evaluating photographic system performance. Declass Review by NGA. Approved For Release 2004/11/30 : CIA-RDP78BO477OA000800090003-3 2. Approximately 70 edges from Mission 9062 were traced and ana-? .lyzed. The image quality was equivalent to Mission 9057 and superior to the other C missions. 3. Computer reduced data for line spread function width and re- solving power for Missions 4001, 4002, 9054, 9057 and 9062 was summar- ized statistically and distributed for insertion in the "Mission Image Evaluation" handbook. 4. A comparison was made of edge tracings run on two microdensi- tometers, 0 Model 3 andModel 5. The performance noted was significantly different. In rac ng down and correcting possible causes for this difference, the Model 5 microdensitometer was stripped, cleaned, and realigned. The performance of the two instruments now is equivalent. During the shut down period, an accessory filter wheel was installed on the model instrument to permit three-color scanning. 5. Although PAR activities were terminated.under this contract, on 26 February 64 the program was again, activated with a slightly altered objective under PAR 226, Contract 25X1 25X1 25X1 Approved For Release 2004/11/30 : CIA-RDP78BO477OA000800090003-3 Next 1 Page(s) In Document Exempt Approved For Release 2004/11/30 : CIA-RDP78BO477OA000800090003-3

Approved For Release 2001/08/31 : CIA-RD P79R00961A000900020093-5 GUIDED MISSILE AND ASTRONAUTICS INTELLIGENCE COMMITTEE Assistant Chief of Staff for fe tellligence 3-irector, Directorate of Warat Threat AssesomoMs dins Perforce of ILA. Coineel Robert M. Wilts. ATCP4 28 1. By B crate moms I be" sited the Chairman and s GMAIC goyment Working Croup for an outstanding o preparation of a Study on Soviet Surface-to-surface Missile .# e o +mt, dated I leaaary 1163j, sad the revisions thereto, 2. 1 believe it is appropriate to P" out that, in my opinionp the balk of the Credit for this outstandin; document bats to Lt. Colonel Robert M. Wilts, the Chairman of the Working Group. Without meaning to detract from the work of the other members, the drive came from him, as did many of the spec s contributions, editing, and conclusions. {arI McFarland, 3r.' MARL cTAR-t AND, Coloael, USAF Chat rinse *USAF Declass/Release Instructions On File* CC: Directorate of Warning and Threat Assessments Approved For Release 2001/08/31 CIA-RDP79R00961A000900020093-5

Approved For Release 2007/12/18: CIA-RDP85M00364RO01803510017-9 Director Intelligence Community Staff Washington, D.C. 20505 Fib 8i-/e9C DCI/ICS 83-3570 3 May 1983 MEMORANDUM FOR: Lt Gen Lincoln D. Faurer, USAF Director, National Security Agency, Chief, Central Security Service SUBJECT: Draft OMB Circular A-76, "Performance of Commercial Activities" 1. I am responding on behalf of the DCI to your 1 April memorandum concerning OMB Circular A-76. I share the concern about the potential risks to sensitive intelligence sources and methods which could be posed by compliance with Circular A-76. However, informal liaison with OMB has brought to light certain points which I believe to be germane. First, no agency has been formally exempted from compliance with Circular A-76, nor is any likely to be. I,-therefore, believe that any attempt by the DCI to secure an exemption would probably be unsuccessful. Second, while an activity may not be justified for in-house operation solely because it involves or supports a classified program, the fact that an inordinate security risk would result from having a contractor perform the activity would most probably be considered by OMB to be adequate justification. 25X1 2. I fully appreciate that this ambiguity leaves NSA--and not only the NFIP portion--in limbo. However, the situation is the same for the rest of the Intelligence Community and the Department of Defense as well, and the DoD has apparently not shown an interest in approaching OMB for formal relief. However, let me assure you that if NSA runs into significant difficulty in complying with A-76, and cannot reach a reasonable agreement with OMB which would protect its security interests, I will recommend that the DCI intervene directly. 25X1 25X1 Rear Admiral, USN CONFIDENTIAL Approved For Release 2007/12/18: CIA-RDP85M00364RO01803510017-9

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As in processing oral speech, proficient reading involves "chunking" written texts into meaningful phrase units. Unlike oral speech, however, cues for segmenting the written text at the proper points are not clearly marked in the text. One method for helping readers identify and use phrase boundaries is to mark such boundaries in the text. A study reviewed research conducted over the past four decades that has attempted to facilitate subjects' reading by providing marked cues to phrase boundaries. Although as a whole the research is not conclusive as to the efficacy of phrase-cued texts in aiding comprehension, it shows promise for helping improve the reading performance of at least certain types of readers, particularly for younger, poorer, and hearing-impaired readers. Phrase-cued texts seem to be facilitative for readers who have yet to achieve maturity in syntactic sensitivity. However, a level of competency in word recognition may be necessary before phrased texts can be effective. Issues to be explored in future research include topics such as points of transfer to and maintenance of facilitation on conventional texts. (One table of data is included and 73 references are attached.) (SR)

The explanatory observational study investigated the relationships among curriculum content, instructional activity, teachers' expectations and reading performance for 52 children in six primary grade classrooms for the learning disabled. The analysis illustrates the utility of structural modeling in clarifying the probable causal relationships among the five variables studied. The model explains over 80% of the variance in end of year reading performance and reveals the ways in which the explanatory variables influence each other. Such models which may explain student achievement are seen as necessary prerequisites to evaluating educational innovations. (Author/CL)

Reading comprehension skills is in the basic skills that are tried to gain in students. It is likely that a person who has not reached the reading comprehension skill will face many difficulties, whether in daily life or professional life. In the study, the characteristics of school environment of different countries have been determined and the similarities and differences between the countries have been revealed based on the results. The sample included students from Netherlands, Korea and Turkey in PISA 2009 practice. Data was used from reading achievement test and from school questionnaire. For analyzes two levels of Hierarchical Linear Models was used. According to the findings, the most valuable and common variable is the school size, than student behavior for Holland and Korea. The number of the girl at school and student-teacher ratio variables are significant for Turkey. [This paper was published in "International Journal of Human Science" v14 n4 p4453-4463 2017 (ISSN 2458-9489).]

Regional Educational Laboratory Appalachia (REL AP) supported Kentucky Department of Education (KDE) staff with training, coaching, and technical support to execute quantitative analyses aimed at two research questions: (1) which schools performed better, worse, or about the same as predicted with respect to grade 3 students' mathematics performance and reading performance in 2017 and 2018, given student and school demographic characteristics; and (2) which schools have shown larger, smaller, or about the same as predicted average annual growth in grade 3 student mathematics performance and reading performance during the five years from 2014 to 2018, given student and school demographic characteristics and their changes over time? Analyses used deidentified student-level administrative data supplied by the Kentucky Center for Statistics (KYSTATS). The partners fit multilevel hierarchical linear models to predict student scale scores, average annual growth over time in schools' average scale scores, and school-level effects. Results identified high-performing schools whose students were doing better than statistically predicted in grade 3 mathematics and reading in 2017 and 2018 and high-growth schools showing above averages gains from 2014 to 2018 in grade 3 mathematics and reading. This document includes a methodological summary of quantitative analyses performed by REL AP and KDE analysts coupled with a PowerPoint slide deck describing results completed as of winter 2020.

This study was conducted to examine teachers' expectations regarding the reading achievement of children from divorced and intact families. Sixty elementary school teachers participated by completing a survey. Four variations for the survey were distributed. Each version differed from the others only to the extent that the introductory statement was modified to change the sex of the hypothetical child and the marital status of the hypothetical child's mother. The teachers numerically rated their hypothetical child on seven academic characteristics and four questions that required personal opinions. Results indicated that teachers' performance expectations were lower for children from divorced families. Furthermore, lower expectations were held for boys than girls regardless of their family dynamics. (Contains 47 references and 2 tables of data. The four versions of the survey instrument are attached.) (Author/RS)

This action research project was developed in order to increase student literacy, particularly in the area of reading, for students who were considered at-risk. The targeted student population was 2nd grade students who were served within a primary cross-categorical special education program. The classroom was housed in an elementary (K-2) school, located in a small Midwest community. The literature showed many reasons for low literacy development, including lack of reading opportunities at home, lack of background knowledge, and lack of exposure to both fiction and non-fiction resources. The initial analysis of data was determined by looking at the results of DIBELS scores. In phoneme segmentation fluency, one-third of the second-grade students fell below the fall first-grade benchmark. Star Reading scores results showed that all of the second grade students measured ranged in performance from one to one and one-half years behind grade level. The review of literature showed a number of suggestions for improving literacy, including increased reading time, and providing more interesting reading and activities, such as Readers Theater. Also suggested was providing related fiction and non-fiction activities. The teacher researcher chose to focus on increasing fiction/non-fiction resources and using Readers Theater activities. During the 14-week research period, the teacher researcher developed the classroom library with more and often related fiction/non-fiction resources. Students were initially exposed to more visits to the school library, and then offered large selections of school library books within the classroom, as available library time decreased. Readers Theater activities were selected for use each week during the research period. Post intervention analysis of the DIBELS assessment showed increase in reading/literacy areas of phoneme segmentation, and non-sense word fluency. The Star Reading assessment showed growth in grade level performance. However, only half of the students showed growth in percentile rank. Growth or lack thereof can not easily be attributed to the interventions as there were many factors during the school day that may have impacted performance, positively or otherwise. (Contains 10 figures and 6 tables.) [Action Research Project, Field-Based Master's Program, Saint Xavier University & Pearson Achievement Solutions, Inc.]

This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper explored the differences between fourth grade reading scores by examining (1) how often the fourth graders discuss their school work at home with family and (2) how often the fourth graders discuss what they were reading with friends. The results by NAEP Data Explorer indicate that the average scale score (M = 214, SD = 36) of students who report "never or hardly ever" talking about studies at home was significantly (p

This paper examines how different test methods may tap different aspects of second language knowledge. It employs multiple-choice (MC) and constructed response (CR) items which yield distinct or convergent information in the computer delivered testing of English in its presentation of this factor. In order to examine the effects of test method, a CFA approach to a multitrait-multimethod design was adopted to examine the convergent as well as discriminant validity of the two skill area traits and the two test methods. After comparing the hypothesized model with a nested series of more restrictive models using X[superscript 2] difference tests (Byrne, 2006; Widaman, 1985), based on the information from the path coefficients, and also using principal factor analyses, it was found that: 1) the skills are factorially separable, yet, highly correlated, 2) MC and CR methods are separable, and very weakly correlated, 3) there is thus a method effect, and 4) the MC method may not be suitable in sampling the unique ability characteristics of reading and listening skills.

This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group received the traditional teaching only. The students' comprehension performance in the post-test was compared for both groups in order to determine whether there were significant differences between the groups in relation to the treatment. Significant differences occurring in the experimental group's post-test comprehension performance when compared to the pre-test indicate that using WebQuest can improve students' reading comprehension performance. The results indicate WebQuests have potential for use in promoting reading comprehension. Teachers and students do, however, need to be trained in order to use WebQuests more effectively. (Contains 4 tables and 3 figures.)

The first phase of the study was a 2 x 2 factorial design, with locus of control and instructional method (lecture and demonstration) as independent variables and honor point average (HPA) as the dependent variable. The second phase used correlational techniques to test the extent to which reading performance and traditional predictors of achievement would predict college HPA. Subjects were marginal admission students at Wayne State University who were economically disadvantaged and 91 percent of whom were black. Forty-three subjects were used in the experimental phase, and 184 were used in the correlational phase. The experimental subjects participated in a reading and study skills course which used either the lecture method or the demonstration method of instruction, and the subjects were divided into groups of internal or external locus of control. The Rotter Internal-External Locus of Control Scale and the Triggs' Diagnostic Reading Test were administered at the end of the reading course to all marginal admission students. After 2 full years of study, HPA's were collected from university records. No significant effects of locus of control, instructional method, or instructor on HPA were found. However, a larger proportion of external locus of control students chose to leave the university than the internal locus of control students. Tables and references are included. (AW)

The first phase of the study was a 2 x 2 factorial design, with locus of control and instructional method (lecture and demonstration) as independent variables and honor point average (HPA) as the dependent variable. The second phase used correlational techniques to test the extent to which reading performance and traditional predictors of achievement would predict college HPA. Subjects were marginal admission students at Wayne State University who were economically disadvantaged and 91 percent of whom were black. Forty-three subjects were used in the experimental phase, and 184 were used in the correlational phase. The experimental subjects participated in a reading and study skills course which used either the lecture method or the demonstration method of instruction, and the subjects were divided into groups of internal or external locus of control. The Rotter Internal-External Locus of Control Scale and the Triggs' Diagnostic Reading Test were administered at the end of the reading course to all marginal admission students. After 2 full years of study, HPA's were collected from university records. No significant effects of locus of control, instructional method, or instructor on HPA were found. However, a larger proportion of external locus of control students chose to leave the university than the internal locus of control students. Tables and references are included. (AW)

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There is a significant association between poor reading ability and internalising symptoms in childhood (Francis et al., 2019). However, recent longitudinal evidence suggests that this relationship may shift in adolescence (Jones et al., 2025). Positive perceptions of school belonging in mid-adolescence appear to be associated with fewer internalising symptoms in late adolescence (Jones et al., 2025). One aspect of school belonging is the teacher-student relationship, which can be characterised by levels of perceived closeness, conflict or unfairness, and feedback (Ang, 2005). This study will assess the relationships between these dimensions of the teacher-student relationship, English anxiety (worry about tasks and performance in English class), and English buoyancy (the ability to deal with daily stressors in English class), comparing students with poor performance on a brief screening test of spelling and reading comprehension, and students with average or good performance.

This article is from Frontiers in Psychology , volume 5 . Abstract DRC (Coltheart et al., 2001) and CDP++ (Perry et al., 2010) are two of the most successful models of reading aloud. These models differ primarily in how their sublexical systems convert letter strings into phonological codes. DRC adopts a set of grapheme-to-phoneme conversion rules (GPCs) while CDP++ uses a simple trained network that has been exposed to a combination of rules and the spellings and pronunciations of known words. Thus far the debate between fixed rules and learned associations has largely emphasized reaction time experiments, error rates in dyslexias, and item-level variance from large-scale databases. Recently, Pritchard et al. (2012) examined the models' non-word reading in a new way. They compared responses produced by the models to those produced by 45 skilled readers. Their item-by-item analysis is informative, but leaves open some questions that can be addressed with a different technique. Using hierarchical clustering techniques, we first examined the subject data to identify if there are classes of subjects that are similar to each other in their overall response profiles. We found that there are indeed two groups of subject that differ in their pronunciations for certain consonant clusters. We also tested the possibility that CDP++ is modeling one set of subjects well, while DRC is modeling a different set of subjects. We found that CDP++ does not fit any human reader's response pattern very well, while DRC fits the human readers as well as or better than any other reader.

XCCU .ve tat`t'y Approved Fgr Release 2002/05/06 : CIA-RDP78-047.48A00040013000 - _.. _ ? Assistant Director for Personnel Deputy Director (Administration) Perforce Rating Act of 1950 1.. Reference is nmde to your memorandum of 31 October 1952; Subject: l2eqption of CIA from the Performance Rating Act of 1950. 2. The current CIA legislative program includes a section sxe ting A from the Performance Rating Act of 1950. This pro.- gram is presently der discussion with the Bureau of the Budget.. which to date has interposed no objection to this inclusion of this exemption. /ALTS. L. P}RZREIMR Legislative Counsel Approved For Release 2002/05/06 : CIA-RDP78-04718A000400130004-1

Approved For Release07/28 : CIA:115p3,578A0007 Approved For Release 2001/07/28 : CIA- -d 578A064041u020=3 appropriate action Ue initiateC without (elsy to NOW, J. exempted from hIWZINTIN FOR* Comma Counsel T!1;nVells FLOns ertAILligil one or nor* performance ratini, procrems for evalustint the 1)erformenee of eopleyees? lu sedition, the tot (",404,L) stipulates fox *.o retins ratarelore cV the nare given to such ratiTL, arit. no porfcrmance ratin plan approvee by the Civil *ervice conmlsoion Ar provisions of the terformance ,allutE Act could not ic narmoniveC with Imhich cook Le irtei-rrt into the kencyle Career "erolram0 sax reiwits6 4 thk: tlgaittee rubeetioant tx.: ::,,outini reciuIros Tederal aioncies 0.. except those specifically erez-vted .0.0. to that 'no olfl.cer or otvloyoe of agy cepartaent shall be riven 4 per.- cottiomin with the c-equIremente of this Let." These provsione of 25 renumber 1950 (Tat 61 the conclusion stated in that memorandum sea results of floncyla neuotiagons v.itri the 'fa-vice ',,onmisaion 21worancwi to the that 'he ,foreer Lervice ;._!,-rw;ittee Jeds exageined choulc be irtroeucee iwmeeiate17, it pr!,tale that final , antim. *foul.: not "f.1! r,wt40-,Jrcla' until Juna of 155:4." conclusion at whie; time arre(.44ent -,,ma reached upon the course of aetdon* (Tab 04. P0L, 8y3 Locame erfective on )0 Uacember 1950. that exemption of from P.L. 873 be obtained +I..? adc:1 to t5,,et.' as a beide fcx any action, except uncer a the Nscurity oblivations of ka.k. There conflictin; issues were revieued in a irier.oranku-k acdressed to your' office by the Pereormel liroctor on that "for the reasons outlined it is stron41 recomeneed that U re(c.iirenente of the Act." toain, on 1 -te, 1951, V* '.-',rz,onnul satisfactory col4prnmire .4?4, it ir the Ilunamwndetion of ttl,s refine fen, thel, \.ils /nen of thn Career ervict :opc.ittoc, stated GenetN-410entlY, rocr.:mmanCee that imateetate ectirir, be Isiten CIA to reciuest Om:Test, :or axeovtion from the Act* :lvo,(Ach this betwoon reprexerUltiver of -Lie Amoral Loansel end the 'rex-soma c,ffice, notoe that "Inearnoll es it hao not been poasitlo ta resch sny iLver: Lefore t::Te oori,irf sroup began functionini the tveivtant iirector eMrtr of compliance wit:1 the Act (e.L. f13) by CIA. Tirentor in a osoorandum to the rr/A, reportinr on the 1?F.,,,unnereful uroup to explore the ?robliaL of C.velopinc a r,istao of ,rxyee apprsisal 1. The itrformenk of (P01.0 art 1:,art;rces) 20 tniforel;e4 the Personrel :Trice has seintainee that certain 3. The greer Comittee ;xtotier 19'l fOrlisc: a roriainc Aseistam Iimstar/Perronnal ;eputy iirecterfidministration ',:xemption oft-1A fro .qarforeance ,,atin Act f,p50. Inforrnak,-, urity !Mon: -' : ???:: ? 'Atv. 31 fetober ? Appro4ed For Releasite7/28 :CIA-ROM3578A00070 ;erunly ' 4. efrn.t to :4ar a certain fnt#U. It urieth APeliac r ;It" 4,1 1,.* Croup action to e-,-thtpt Cli Cron P.1. Ciantreaalorsa2, actdOZ leminent* 5. i W r4rink: Ultkrefg: U) the A Utto Paiite r W"urt. war ci. eateepticrt trom Fats TxpOSecUat inappOrt ta reqesefte from t el.ce apprclac 4 to the Z.ureatx of the ted4ct ene ret:'re mixt* committoe8 to seek a IhrAvItle eoterctice t1?31 i''?'eCW111011 rcr a tohf4 141401atiVe "Ng problez with ',Ir. eioreph Ulnas*, Ler/810U** *treat:eta 'orvice Caottiortion t anitteial aixtmc to leld tho ti'si.A4miliWort C1.4C rattaaat for exer-/ticau when peto to the Contregeo, ;-Amos:=011.1.e %he 7CZ oln 13 JUMP, 15,t, eie1 approval to loped. Pinbsonnal Fxs1aatiom FrotreN, ireorpratct into tbe ' the Crrear &r vice 44*a1ttece. itecultione for adAlais. GO 1 IVOlet 1,52 (CIA ';,Iskulatierl 25X1A ual funati,,mixie tar this prowert s are tair: eveleate*:, or have ret7s1ationrt ere irrtrufft VIM Cited 7.!`ft1M V.ri adayted a1.1c8it4o unich its ph 140 above). 4-ince the onaelklmit 4714,0 (XITISIStAit 14.1iTA Itself trcv a e AA Umieireergeltr *oc,::4reser.,tal, on the other It ut the time o/ fteeptoe, ineltaLing tam Citassdattioa. C toi,;MtiOr /lee :Aftt that t hen: oiiAliaed to to ottain or of u2 roma t4x,n, the OA Ss?* ? VIM* eraxt_

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Forty-two brain injured boys and 42 non brain injured boys (aged 11-6 to 12-6) were tested to determine the effects of increasing amounts of visual and auditory distraction on reading performance. The Stanford Achievement Reading Comprehension Test was administered with three degrees of distraction. The visual distraction consisted of either very few items per page, a normal amount of items, or pages with a superimposed jigsaw puzzle design; the auditory distraction was supplied by a tape recording of school sounds. Distractions did not affect the reading performance of either group, did not affect the brain injured any more than the normal, and there was no trend for comprehension to decrease concomitantly under combined increases of visual and auditory distractions. The high dual distraction negatively affected the non brain injured group more than the brain injured group. The conclusion was that the basic assumptions of teaching materials and methodology for brain injured children should be reevaluated. (Author/JM)

The purpose of this study was to determine if verbalizing while attempting to seek the solution to a typical reading comprehension question would enhance pupil performance on a standardized measure of reading comprehension. Sixty-one seventh graders from an urban public school were selected as subjects; fifty-one were randomly assigned to eight treatment groups and ten were assigned to a control group. All subjects were administered Form 1M, Level E of the Gates-MacGinitie Reading Test as a pretest measure. The treatment conditions were: (1) like materials with reinforcing comments and daily practice for five consecutive days, (2) like materials with reinforcing comments and only one practice, (3) like materials with non-reinforcement and daily practice, (4) like materials with non-reinforcement and one practice, (5) unlike materials with reinforcing comments and daily practice, (6) unlike materials with reinforcing comments and only one practice, (7) unlike materials with non-reinforcement and daily practice, and (8) unlike materials with non-reinforcement and only one practice. The results substantiated the use of verbalizing or thinking aloud techniques as an instructional procedure in the classroom, and practice efforts should be reinforced by comments from the teacher. (WR)

This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine studies focused upon the identification of appropriate program materials to be used in the seven subsequent studies. These preliminary investigations dealt with determining the readability of available captioned programs, and determining whether the readability level of the captions corresponded to student success in reading captions. Three studies then investigated the effects of captioned television viewing on the vocabulary and comprehension skills of both hearing/learning-disabled and hearing-impaired students. Four additional studies were conducted with teachers of learning-disabled and hearing-impaired students to determine their skill in using model captioned television reading lessons and their skill in developing and teaching captioned television reading lessons. Results suggest that the addition of captions to conventional television is an effective means of enhancing the sight vocabulary and comprehension skills of both learning-disabled and hearing-impaired students. Teachers effectively developed their own captioned lessons and were enthusiastic about their use in the teaching of a variety of reading skills. The appendices include sample researcher lessons, sample model lessons, and teacher evaluation forms. (JDD)

A study examined how self-efficacy, causal attribution, and outcome expectancy beliefs are related to reading and writing for ethnically diverse college freshmen and whether the patterns of belief-performance relationships for ethnically diverse students are similar to those found for white, middle class populations. Subjects in the ethnic sample were 138 freshman students (47 males, 91 females) and included 50 African Americans, and 68 Mexican Americans or Hispanics at a western state university; those in the comparison sample were 150 predominantly white, middle class undergraduate students (29 male, 121 females) at a midwestern state university. Both samples were administered measures to assess self-efficacy, outcome expectancy, causal attributions, reading performance, and writing performance. Results indicated differences between ethnic students and white, middle class students in the patterns of beliefs and in the relationships of beliefs to performance for reading and writing. These differences may significantly affect persistence and effort in reading and writing activities that in turn affect skill development. (Two tables of data are included.) (SR)

A classification of factors that go into the complex process of reading or learning to read is presented. These factors are listed in outline format under the following sections: (1) sensory input, (2) mediating activity, (3) response, (4) reward and/or motivation, (5) knowledge of results, (6) reward variations, (7) rate of reading, (8) practice and review, (9) readability, (10) reading content, (11) subject matter organization, (12) supplementary presentations, (13) classroom environment, (14) the lesson, (15) individual differences, (16) environmental influence and previous learning, (17) measurement of reading ability, and (18) training efficiency. Each factor is further subclassified and discussed. (DE)

With the apparent success of progress monitoring measures for reading growth in grades K-3, there is broad interest in the State of Florida in extending this assessment technology into the upper grades (4-12) for students who continue to perform below grade level on the reading portion of the Florida Comprehensive Assessment Test (FCAT). The biggest challenge to this initiative is that the nature of the reading, language, and cognitive factors that account most importantly for individual differences in performance on the FCAT changes dramatically from grade three to grade ten. In this study, the authors examined the relationship between performance on maze tests constructed from passages similar to those used on the FCAT test, and student's actual scores on the FCAT. They also administered three other brief assessments of reading skill that might be candidates for monitoring progress in reading for students receiving remedial instruction in grades 4-12. Their goal was to obtain initial evidence about the relationship between performance on these brief measures of reading skills and performance on the reading portion of the FCAT. Although it is also important that progress monitoring measures be sensitive to small increments in reading growth, the first criteria they must meet is a strong relationship with performance on the FCAT, since that test is used to determine whether students are meeting grade level standards in reading.

With the apparent success of progress monitoring measures for reading growth in grades K-3, there is broad interest in the State of Florida in extending this assessment technology into the upper grades (4-12) for students who continue to perform below grade level on the reading portion of the Florida Comprehensive Assessment Test (FCAT). The biggest challenge to this initiative is that the nature of the reading, language, and cognitive factors that account most importantly for individual differences in performance on the FCAT changes dramatically from grade three to grade ten. In this study, the authors examined the relationship between performance on maze tests constructed from passages similar to those used on the FCAT test, and student's actual scores on the FCAT. They also administered three other brief assessments of reading skill that might be candidates for monitoring progress in reading for students receiving remedial instruction in grades 4-12. Their goal was to obtain initial evidence about the relationship between performance on these brief measures of reading skills and performance on the reading portion of the FCAT. Although it is also important that progress monitoring measures be sensitive to small increments in reading growth, the first criteria they must meet is a strong relationship with performance on the FCAT, since that test is used to determine whether students are meeting grade level standards in reading.

Data generated in the 1974-75 and 1979-80 reading performance assessments conducted by the National Assessment of Educational Progress (NAEP) were analyzed to determine if changes had occurred in the performance of Hispanic students. Results showed that although Hispanic students' reading performance remained below the national level, these students had made some significant gains in reading from 1974 to 1980. Moreover, the performance gains among Hispanic children at age 9, and among several groups of Hispanic students at ages 13 and 17 exceeded those of students nationally in certain areas. Specifically (1) the performance of 9-year-old Hispanos improved 5.3% compared to a 2.6% improvement for all 9-year-old students surveyed; (2) this improvement was greatest on exercises assessing literal comprehension; (3) 13-year-old Hispanos' performance stayed about the same between 1974 and 1980, but 13-year-old Hispanos in large cities improved their performance on literal comprehension exercises by 5.9 points; (4) 17-year-old Hispanos' performance also stayed about the same between assessments, with large city students again showing an improvement, primarily on exercises assessing inferential comprehension; and (5) at all three ages, Hispanos in the modal grade performed better than those below modal grade and improved their performance at a faster rate. (FL) Results (Selective) (Secondary Analysis)

This study was designed to contribute to the validity evidence for the Washington Assessment of Student Learning (WASL) by providing additional descriptive data about the performance standards in reading and mathematics at grades 4, 7, and 10. After the realignment of norm-referenced tests, large numbers of students taking the WASL had corresponding norm-referenced scores from the previous year. It was possible to match samples for both sets of tests. Students' performance on the norm-referenced tests consistently showed mathematics performance to be slightly higher than reading performance at all grade levels, and performance across grade levels for both reading and mathematics was quite similar. Performance on the standards-based assessments for reading and mathematics, and across grade levels, exhibited marked variations, with mathematics performance consistently lower than corresponding grade level reading performance. Coefficients suggest a moderately strong relationship between performance on the norm-referenced tests and the standards-based assessments given a year later. Equipercentile equating of the distributions from both was developed. In addition, the percentage of students meeting the performance standard was plotted as a function of progressively higher national percentile rank bands. Data and portrayals clearly indicate inconsistencies in the difficulty of performance standards across grade levels and content areas. The lack of vertical comparability for the reading standards at grades 4, 7, and 10 undermines a belief in their reasonableness. Even though they are more consistent, the overall difficulty of the mathematics standards also makes it hard to believe that they are reasonable. The difference between reading and mathematics performance at grades 4 and 10 also makes it difficult to promote these measures as fair. Some of the factors contributing to these problems are discussed. (SLD)

The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat, for "PISA 2012 Data Tables, Figures, and Exhibits. NCES 2014-024" see ED544505]

Using data collected by the International Association for the Evaluation of Educational Achievement (IEA), the authors of this study examined the reading achievement of 14-year-old boys in India and England. They sought to determine the factors involved in the academic achievement of these boys in the natural sciences. Factors studied, in addition to reading achievement, were socioeconomic background, vocabulary achievement, and thinking-stage development. The similarities between the two groups were found to outweigh the differences, although the effects of parental education and father's occupational status were less important in predicting academic success for Indian students. Reading achievement in both countries was consistently the most powerful predictor of science achievement, with the exception of performance in biology, in India. The thinking-stage variable had the next most powerful net effect, yet was only marginally ahead of meaning-vocabulary influences, in terms of direct effects. (MKM)

This article reports the results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition. Results (weighted effect size of 0.489) demonstrate that technology can have a positive effect on reading comprehension, but little research has focused on the effect of technology on metacognitive, affective, and dispositional outcomes. We conclude that although there is reason to be optimistic about using technology in middle-school literacy programs, there is also reason to encourage the research community to redouble its emphasis on digital learning environments for students in this age range and to broaden the scope of the interventions and outcomes they study. [This report was produced by Learning Point Associates.]

The performance art show "Dreams" was held live in Chicago 02/03/04 by Janet Kuypers, and this is a video of the television display (one of them), where the camera was fized on Janet Kuypers throughout her performance. This video shows one of the television sets, showing her perform the pieces she read, wearing different glasses even during different parts of the show. The video camera was fixed on Janet Kuypers as she read poems and stories for a live audience.

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This study investigates the effect of Jordanian Eleventh grade students' self-assessment on their performance in reading in English. The sample of the study consisted of an experimental group and a control group; each group consisted of two eleventh grade sections (67 male and 69 female students). A reading test was developed and its validity and reliability were established. To collect data about the students' progress, I used student self-assessment through one-minute papers and rating-scale sheets. The findings of the study revealed that student self-assessment had positive effect on their performance in reading in English. In light of the findings, it is recommended that students be trained on how to use self-assessment, and that instructors become aware of the positive effect of student self-assessment on their performance in reading. (Contains 5 tables, 1 figure and 1 note.)

This study examined the relationship between the oral language fluency of different socioeconomic status (SES) children entering first grade and their success in learning to read, as measured at the end of the school year. Complete data were obtained from 27 upper, 24 middle, and 23 lower SES level students. Oral language samples were recorded in semi-structured and spontaneous situations and then transcribed and keypunched for computer analysis. Oral language measures and a measure of knowledge of letter names were used as predictor variables in regression analysis; criterion measures were reading scores at the end of grade one. Results of the oral language measure show a wide variance for all three SES groups, while results of the reading achievement tests do not. Several factors account for this difference, including the fact that all of the students had been in formal reading instruction for the same amount of time. The study report emphasizes the positive relationship between oral language fluency and reading achievement and suggests measures for improving future studies. (MAI)

This concise report presents excerpts from the two full reports of the 1992 Integrated Reading Performance Record (IRPR), which examined the reading habits and oral reading of a subgroup of fourth graders who participated in the 1992 National Assessment of Educational Progress (NAEP) study. The report presents major findings of the two full reports, including: (1) much can be learned and documented about important aspects of reading development through literacy interviews and by listening to them read aloud; (2) 55% of the subjects were considered to be fluent, but only 13% could be described as consistently reading with appropriate phrasing and with at least minimal expressiveness; (3) oral reading fluency demonstrated a significant relationship with reading comprehension; (4) an overwhelming majority of students reported reading storybooks or magazines, but significantly fewer of them reported reading information books; and (5) fluent reading appeared to be related to certain literacy activities. The brief report also discusses several activities warranting consideration by schools and families as they seek to support the literacy development of children, including the importance of broad reading experiences, reading outside of school, responding to reading, oral reading experience supported through shared reading activities, making books available to students, and talking to students about their literacy experiences. Contains six figures of data. (RS)