It is unheard of that a newspaper would decide what makes a school's reading performance better.

We would be able to do it more easily if we could not only accurately assess the reading performance of individual children but also the readability of particular texts.

The chart last Sunday listing results from the New York State report on third-grade reading performance misstated results for nine schools and five school districts.

While they are successful in gaining high scores (80.5 percent above grade level), it is critical to know if this successful test-taking ability is reflected in actual day-to-day reading performance.

Interactions that scaffold reading performance.

For sixth-grade reading performance, the scores were adjusted using students family income and language background, as measured by the number of students with limited proficiency in English.

The city has already made progress in improving reading performance for children in the lower grades.

Ordinary people have better reading performance using high-frequency (20-60 kHz) electronic ballasts than magnetic ballasts, although the effect was small except at high contrast ratio.

State reading tests given for more than a decade, known as the Degrees of Reading Power, show that from 1993 to 1996, third-grade reading performance declined in New York City.

In fact, the latest national test scores, collected by the NAEP assessment, show that girls have met or exceeded the reading performance of boys at all age levels.