DESCRIPTORS

School characteristics associated with reading achievement and characteristics of low achievers in reading are examined in separate articles in this report. The first article begins with a review of the literature on school effects, arguing that there are school variables that show consistent associations with achievement, when the structure and function of the school system (rather than simple input/output measures) are considered. Studies of successful reading programs are examined in order to isolate common characteristics. Finally, the literature on educational innovation is extensively reviewed. The second article focuses on research findings distinguishing between good readers and poor readers, in terms of cognitive abilities and other skills related to reading. (AA) Documents acquired by ERIC include many informal unpublishe