Downloads & Free Reading Options - Results

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)

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)

A study assessed dimensions of children's reading motivations by giving them a revised version of the Motivations for Reading Questionnaire (MRQ). The MRQ is designed to assess 11 possible dimensions of reading motivations, including reading efficacy, several intrinsic and several extrinsic reading motivations, social aspects of reading, and the desire to avoid reading. Approximately 600 fifth- and sixth-grade children completed the MRQ as part of a larger intervention study designed to increase children's reading comprehension and enjoyment of reading. Analyses of children's responses to the MRQ showed that many of these dimensions can be identified, and measured reliably. Scales based on the different dimensions related positively to one another, and negatively to the desire to avoid reading. Several of the scales related to children's reports of their reading frequency, and to their performance on four measures of reading achievement. (Contains 40 references and 8 tables of data.) (Author/RS)

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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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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.

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 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.

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)

Approved For Release 2004107/07: CIA-RDP76B00734R00 RE1 19 DEC 1973 MEMORANDUM FOR: Executive Officer,.DDS&T SUBJECT: Office of Scientific Intelligence Comments on Feedback as a Mechanism for the Evaluation of Agency Performance REFERENCE: Management Advisory Group Memorandum on Above Subject Dated 10 December 1973 1. We strongly concur with the need for feedback to advise us of the value of our finished intelligence products to our various customers. This problem has been with us for a long time and no completely satis- factory solution has been found. Questionnaires would provide a useful mechanism for obtaining information, but past experience has shown that the likelihood that they would be completed and returned by our most impor- tant customers is low. The best alternative probably is direct questioning on an informal basis. 2. We also concur with the judgment that greater participation by production elements in the forward planning of collection activities is needed. Some steps to augment our past involvement in such planning recently have been initiated, but further measures are needed. 3. The MAG memorandum concentrates heavily on the need for feedback to evaluate the collection effort, and provides some suggestions for improving the feedback pro- cess. It would be valuable to have some thought given to the analogous production problems. 25X1 Scientific Intelligence SEC 1T Approved For Release 2004/07/07 : CIA-RDP76B00734R000200070001-2 Approved For Release 2004/07/07 : CIA-RDP76B00734R000200070001-2 SUBJECT: Office of Scientific Intelligence Comments on Feedback as a Mechanism for the Evaluation of Agency Performance Distribution: Orig. and 1 - Addressee 2 - DD/SI 1 - DDS&T Registry 25X1 OD/SI: (18 December 1973) \91, 71 Approved For Relea 1107/07 : CIA-RDP76B00734R000200070001-2

Approved For Release 2002/02/25 : CIA-RDP75-000 8000300010019-1 A-am f c iE '. azm' ; i o t units azd t`ce b, tnotbar v o ` Un our Problm is to t out That 1 to of Wm a c flirt .SEbt' ' n 1=4-0 o: t tie a o* Procem Paru t h a t of t o r e t i c . t Wit. 4, or comes ImUoute px" s t f r rather Von 112 :i tt # but the docts not be Ow vl~m V- . o t tt , t r to finet to of p~A a t4 a. L%vh of t of the ooordUati 1- QR Iz In the la t of CIA a a rat; r than pwtlnmt t : d U c ax! ~" entimtes for Oki_; for C, Cru ! e 'mss Approved For Release 2002/02/25 : CIA-RDP75-00662R000300010019-1 Approved For Release 2002/02/25 : CIA-RDP75-00662R000300010019-1 ,.:id, ti13 ` U~ hw* out h lar" ~ . pmt 9tk,y 1wP fib" 0 Approved For Release 2002/02/25 : CIA-RDP75-00662R000300010019-1 vi`i' cor"I'dI *=u Vol Approved For Release 2002/02/25 : CIA-RDP75-004128000300010019-1 Approved For Release 2002/02/25 : CIA-RDP75-00662R000300010019-1

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25X1 AppQWWplCR* eS2.~ jjq CENTRAL - INFORMATION REPORT COUNTRY East Germany SUBJECT Loadinaz Performance of the East Cerma.n Rni_1rnridfi PLACE ACQUIRED DATE OF INFO. 25X1 September 1952: a. Total of railroad cars loaded: (1) Daily loading performances Quota Number of care requested Number of cars actually loaded (2) Monthly loading performance: Quota Number of cars requested Number of care actually loaded Tyne of Gods 25X1 27,300 care 29,320 26,666 " 819,000 care 879,595 " 799,966 IN The actual loading performance was 97.7 percent of the quota and 90.9 percent of the number of care requested. b. Breakdown of goods carried according to types coal Ore Metal Scrap Chemicals Fertilizers Liquid fuel Construction material Gent Lumber Raw material Potatoes Grain 25X1 --CLASSIFICATION SECR TJ S T A T E x TdAVY _ 1 tiSR6- D! [ _ ARMY _X fI; .(`hi, FB! Humber of Cara 258,321 6,020 30,406 10,222 19,915 24,96? 16, 741 77,236 10,463 30,126 3-8-934 19,443 17,052 REPORT NO. CD NO. -0 25X1 25X1 DATE DISTR. It 14arch J-(,;,3 NU- Ui- f'A(ES 3 NO. OF ENCLS. SUPPLEMENT TO REPORT NO. 25X1 25X1 Approved For Release 2004/01/21 CIA-RDP80-0081OA000300230003-0 Approved For Release 20 SECRET Fruit and vegetables Seed corn Sugar-beets Sugar salt Alcohol Livestock Foodstuff Fodder Piece goods Miscellaneous goods Oil seeds For the occupation forces Total 1 July to 30 September 1952: s.,, Total of railroad cars loaded: Quota Number of care requested Number of cars actually loaded 4,385 2,303 195 2, 700 3,910 613 11,595 12,619 5,164 73,040 117, 834 826 24,936 799,966 2,477,500 cars 2,446,417 " 2,427,077 " The actual loading performance was 98 percent of the quota and 99.3 percent of the number of cars requested. bb Breakdown of goods carried according to type: of Goods Number of Code For the'Oeoupation forces Coal Ore Metal Scrap Chemicals Fertilizers Liquid fuel Construction material Cement Lumber Raw material Potatoes Grain Fruit and vegatebles Sugar-beets Seed corn Sugar Salt Alcohol Livestock Foodstuff Fodder Piece goods Miscellaneous goods 68,670 793, 511 17, 058 969045 33,632 61,126 82,249 49,453 242,890 31,012 99,972 54,148 38,351 47,600 8s,936 195 3,183 10,194 11,062 1,870 28,642 41,110 16,728 227, 534 361,906 2,427,077 25X1 SECRET) Approved For Release 2004/01/21 : CIA-RDP80-0081OA000300230003-0 Approved For Release 2 -3- o. Breakdown of goods These data supplement information on the loadi performance tVtween A. st and October 1952. and 1 10 2. eeived only for the first quay Ur of 1952. The actual loading performance during that period was 2,l8,828 cars. In the third quarter of 1952, the loading. performance increased by about 240,000 cars including 26,000 cars for the Soviet occuaation forces, " 27,000 cars for coal, 5,000 oars for ore, 11,000 cars for metal, 35,000 care for construction material, 6,000 care for cement, 5,000 cars for lumber, 36,000 cars for potatoes, 25,000 cars for grain, 7,000 care for fruit and vegatable, 8,000 cars for livestock, 200000 cars for piece goods and 93,000 cars for miscellaneous goods. The number of oars loaded with chemicals decreased by 4,000, with fertilizers by 30,000, with sugar-beets by 9,000, with sugar by 8,000, with salt by 3,000 and with fodder by 13,000 units. The fluctuations in the loading performance were mainly due to seasonal conditions. 25X1 carried according to railroad districts: ilrgad District bud= of Cars Berlin 232,613 Greifswalde 87,063 Schwerin 109,696 Cottbus 281,561 Magdeburg 3029534 Halle 725,684 Erfurt 316,335 Dresden 371,591 2,427,077 Po n SECREr, 25X1 25X1 Approved For Release 2004/01/21 : CIA-RDP80-0081OA000300230003-0

A ._.._A r_.. n_1____ nnnninni~ L:} nr~n~n rn~nno /l`0AA 7AAA AAAA~ 15 July 190 iDU ! FOR: Robert ,marl Jr. f International Division bi e +C , Murvau of the Dudget performrnco of the Chinese Communist Economy hinese Expoetationo at Midyear ttached report an inter find the a You may ,e ~, ?. of Chinese sti ng 8ol low- up to an prose ~ Qdy forwarded prospectt~ viliCh I ll s fl nn~ a L Qom' i cU1 i diCt v Con..muniat China: R.acent 1 , to you on February Economic Performance and Prosp diCtc~d, owing to than pro CrCpnoh are evn Hcorer rhino , or a combination oned the ive c?zo p ig btodly da o c mau d, u q i of the two. T ich t i tho major cautious opti.ricm with w3~ obabl *~rth 6 l chtered the UOw yoar a,nndy to probablY t ofO0nt of the ouP. %+++ 13o stO ii l ac ao8 in {rhepo P nal peopioa Confcr0DCo unti i o Qf the Second Nat t. 1H (0) the last qaartar of putt' roctor (Intelligence) hrleflt CIA/RR C (33-59 t t ac o 'par orz anee or the Cb flO .., eco omy De1ow E xpecbntlont at x19.ti!/CEtr Mr, Paul ;I. 111tZe, Counselor and Cha,irwnn, Po y W , ~1r . Walt W. Itos o State, Approved For.Release 2002/02/11 : CIA-RDP79T01003A001700040002-7 Asst Sec for FF Affairs State r xiisman Exec office Bldg. Identical Memos to: Mr. ROBe --4,1 Senior Staff Member, NBC 2 Tc~ nofe se Mr . Mrcxlaes r l ..y _ _ , liC Planning Count r~ t See of Dc~ en_ 25X1C L Approved For Release 2002/02/11 : CIA-RDP79TO1003AO01700040002-7 Approved For Release 2002/02/11 : CIA-RDP79TO1003AO01700040002-7

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Approved For Release 2001/07/24: CIA-R 61S,( 47Od 000500060061-2 W.MW -*USAF Declass/Release Instructions On File* AFOIN-.IAZ 1-543-17 y pY 25X1A9a MEMORANDUM FOR DIRECTOR, CENTRAL INTELLIGENCE AGENCY ATTN: UBJECT: Review of -Performance 25X1A 1. The Air Force Photo Intelli ence Section is in no position prepare a detailed critique on the reports. The photographic 25X1A results of the missions reported on bye are. received in the 25X1A Branch on a fragmentary basis, and exploitation limited to very the instances so that accuracy and completeness of - report- 25X1A ing cannot be determined. Generally speaking, the Immediate Reports, ire the only reports received, conform favorably to speci- format and detail of reporting. There were two rather conspicuous instances in the past of incorrect identification of aircraft, but this does not necessarily reflect the overall quality of the reports., ve information is forwarded in accordance with paragraph s of Ad Hoc Requirements Committee on Project AQUATONE 'ARC) meeting held 26 February 1957. copies Copy No. ---- or L _ pales. page O. ------- HANDLF VIA TAL N'T CONTFOL SYSTEM ONLY 0005000601 7-1116 1

Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 ACTION OLL-85-1175 Office of Legislative Liaison Routing Slip x SUSPENSE 25 APRIL 85 Date 8 APRIL 85 me/Date Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 anitized Copy Approved for Release 2009/12/10: CIA-RDP87M01152R000100020057-2 Office of Legislative Liaison Routing Slip 9 4 IZ, X K Date Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87M01152R000100020057-2 STAT anitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 Date ROUTING AND TRANSMITTAL SUP TO. (Name, office symbol, room number, building, Agency/Post) Initials Date 2. Administrative Officer Office of Legislative Liaison CIA 4. 5. ion File Note and Return proval For Clearance Per Conversation Requested For Correction Prepare Reply ulate Irc For Your Information See Me mment t Investigate Signature Coordination Justify STAT clearance will be needed for the individual referenced in the attached correspondence. DO NOT use this form as a RECORD of approvals, concurrences, disposals, clearances. and similar actions ~p~ Love Personnel Security Officer Library of Congress j U.S.GP0:1978-0-261-647 3354 Phone No. 287-5618 OPTIONAL FORM 41 (Rev. 7-76) Prescribed by GSA FPMR (41 CFR) 101-11.206 Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 OFFICE OF THE ASSISTANT LIBRARIAN FOR RESEARCH SERVICES ecord April 9, 1985 STAT It is requested that the following employee of this agency's Federal Research Division, who is engaged in special projects for the Defense Intelligence Agency, be granted compartmented clearances - which are needed in the performance of his official duties: Additional information relating to this request, if needed, can be obtained from Joseph M. Love, Personnel Security Officer, Library of Congress (tel: 287-5618/5619). Elizabe~[fi F. Stroup Director for General Reference Research Services . Director of Central Intelligence Washington, D.C. 20505 Attn: Office of Legislative Liaison F - R OnFf ICLAL U ,NLY Sanitized Copy Approved for Release 2009/12/10: CIA-RDP87MO1152R000100020057-2 o THE LIBRARY OF CONGRESS B;SLUi'1g i -Si~ V -L 12

Approved For Ose 2002/03/20 : CIA-RDP78-03578000020017-6 Co amt: This inspection sutb ity appears irreconcilable with the obli tions i Tea ed on t1w Director of Central Intelli'* genos, as well as the aut) iti tented him by Public Low 110 since the most sensitive operatfins of this Agency would be disi- closed should an inspecticm systm by an outside agency involve anything more than a spot check of selected cases, 873 is to provide a plan whereby an agency can repo nizo the write of its enployeee and their con.. tributio tc of fio ency ar4 eco r in it operatione and under hich them he deserve z do my be rev; 1od. There i s, of tth theii re en i'. sprt and intent of the law; but .ns outlinod above it is strongly roc ed that a ro-> action be initiated without a ,y to have CIA exempted from the requiremeat* of the Act. Such SOU;n might be accom ,li i lied by a oat to PL 873 including CIA on the list of anxipted activities or by a ruling that the provisions of PL UO take precedence insofar as this Agency is concerned. Approved For Release 2002/03/20 : CIA-RDP78-03578A000700020017-6 I ~Q (SENI W fCL~L~RCCE'CL~I,~~A CENTRAL INTELLIGENCE AGENCY OFFICIAL ROUTING SLIP ]APPROVAL [ACTION COMMENT ]CONCURRENCE INFORMATION DIRECT REPLY PREPARATION OF REPLY RECOMMENDATION QQ -3q SIGNATURE RETURN [Q recxw2tud that you Wc1.vim or C'MM i on ira 'lama ,zrouurld In co p ;rbdic ;i 1:=r(JOS u:dng the ecraF~ f ANFIDE~1~IS~ RESTG.I.CJD UNCLASSIFIED pp. iuuu~uu i i-6 FORM NO. 30.4 SEP 1947

~?~ Approved For Release 2008/04/14: CIA-RDP78BO4558AO00300210021 -3 10 T0PCRET252301Z REF MISSION 9054 FILE 1. NEARLY EVERY POSSIBLE HYPE OF MALFUNCTION WAS EXPERIENCED IN THE PERFORMANCE OF THE S/I UNIT ON MSN 9054. IS CON- DUCTING A DETAILED ANALYSIS OF THE /I PHOTOGRAPHY. 2. A BRIEF SUMMARY OF THE TYPES OF MALFUNCTIONS THAT OCCURED INCLUDE: A. FAILURE OF SHUTTER TO OPEN (BLANK FRAMES) B. DOUBLE, TRIPLE AND OTHER MULTIPLE EXPOSURES. C. DOUBLE EXPOSURES WITH NO RELEASE OF PLATEN PRESSURE''OR MOVEMENT OF FILM. D. DOUBLE EXPOSURES WITH SOME MOVEMENT OF FILM. E. DOUBLE EXPOSURES WITH NO FILM METERING BUT ONE EXPOSURE (BOTH GRID AND IMAGE) SHARP AND THE OTHER OUT OF FOCUS INDICATING RELEASE OF PRESSURE PLATE. F. INTERVALS OF 7 - 9 - 10 - 11 - 12 - 14 - 21 ETC. BETWEEN CORRELATED PAN AND INDEX FRAMES. G. MULTIPLE EXPOSURES (AT LEAST 9) WITH NO APPRECIABLE FILM Declassification Review by NGA/DoD TOP SECRET GBOUP 1 Excinded from aaiomati, downgrading and dec!assi'icafien Approved For Release 2008/04/14: CIA-RDP78BO4558A000300210021-3 f2L?28 to 26 JJ N1963 ~~_~ 25X1 Approved For Release 2008/04/14: CIA-RDP78BO4558A000300210021-3 ADVANCE STARTING IN PASS A15 THRU PASS A16 AND ENDING IN PASS A17. AT LEAST THREE RESEAU IMAGES ARE APPARENT. H. SOME FRAMES OUT OF FOCUS. 3. STUDY TO DATE INDICATES COMPLETE CORRELATION BETWEEN S AND I OPERATION WITH CORRELATION INDICATOR FUNCTIONING PROPERLY. ALSO SMEARED FREQUENCY MARK ON PAN CORRELATES WITH S/I SHUTTER OPERATION EXCEPT THAT AT TIMES NO SMEAR IS EVIDENT. 4. WITH EXCESSIVE EXPENDITURE OF MAN HOURS ANTICI- PATES USABLE PORTION OF STELLAR FRAMES CAN BE CORRELATED TO PAN FRAMES SO THAT PITCH, ROLL AND YAW CAN BE DETERMINED FROM STELLAR READOUT. T 0 P S E C R E T CFN 0862 9054 S/I MSN 9054 A S/I A NO RELEASE PLATEN NO FILM 7 9 10 11 12 14 21 ETC 9 NO APPRECIABLE A15 A16 A17 S I S/I NO SMEAR STELLAR YAW Approved For Release 2008/04/14: CIA-RDP78BO4558A000300210021-3 ---~= '

Approved For Release 2003/03/04 :CIA-RDP78B05171A000600060034-1 ~~C~ET ,~ 25X1 25X1 25X1 25X1 25 SECRET ~~ Declass Review by NIMA/DOD Approved For Release 200~i/03/04:CIA-RDP78B05171A000600060034-1 Approve{. For Relea~,2~~03/03/04 :CIA-RDP78B65171A000600060034-1 e~~ 25X1 25X1 4 Proposal 25X1 :~~~`~ ~~ ~~`3 s~c~~r Approved For Release 200~i/03/04:CIA-RDP78B05171A000600060034-1

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v. 21 cm

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. Approved For Release 2007/10/19: CIA-RDP81 B00879R000100020009-3 WESTINGHOUSE ELECTRIC CORPORATION Certificate of Performance of Maintenance I hereby certify that the Westinghouse Eaectric Corporation has satisfactorily performed the service called for under Contract for the period 1 Mar 61 through 31 Mar The travel indicated below was performed and authorized and is chargeable to the Government. Authorized Travel Performed LAME PERIOD OF TRAVEL From MODE COST C0i1M1 TS ------------------------------N/A------------------------------- Services performed by: , Engineer EngineerTechnician , Technician Approved For Release 2007/10/19: CIA-RDP81 B00879R000100020009-3

Approved For Release 2007/10/19: CIA-RDP81 B00879R000100020013-8 WESTINGHOUSE ELECTRIC CORPORATION Certificate of Performance of Maintenance I hereby certify that the Westinghouse Electric Corporation has 25X1 for the period 1 Dec 60 through 7,1 Dec 60 ~? The tray travel indicated below was performed and authorized and is chargeable to the Government. Authorized Travel Performed NAME PERIOD OF TRAVEL From To MODE COST COMETS ---------------------------------- ,/A----------------------------------------- Services Performed by: En-inee r bineer echnician Technician Approved For Release 2007/10/19: CIA-RDP81 B00879R000100020013-8