Author Description

In 1988 this report found that at all grade levels there were large differences in reading proficiency according to socioeconomic status; not all students were "hooked on books," and their interest in books seems to decrease as they progress through school; students prefer television over books; higher level reasoning activities, such as discussing, analyzing, or writing about what they have read, are not emphasized routinely for students; more students attending disadvantaged urban schools had teachers who reported limited autonomy. Much more is discussed, and much is still relevant today.