Data in an ERIC document indicated no difference between full-day and half-day kindergarten. A reanalysis of those data indicated there is a difference. The discrepancy between the reported and actual results reinforces the need for scrupulous peer review.

Effects on reading comprehension of sentence-combining, which is grounded in psycholinguistic theory, have been ambiguous. Two assessments of the effects of sentence-combining on reading comprehension in which the Test of Reading Comprehension was given resulted in disparate results. This limited meta-analysis is based on the two studies with the goal of an over-all conclusion. The meta-analysis indicated that sentence-combining had no appreciable effect on reading comprehension when the test was used as the criterion measure.

The No Child Left Behind Act mandates all students in schools receiving Title I funds show proficiency in reading by 2014. This stricture applies to students with diagnosed learning disabilities as well as to students without learning disabilities. Multiple regression analyses on data for seniors attending a Grade 9-12 predominately white, comprehensive vocational-technical school indicated that, when absenteeism, socioeconomic status, and sex were held constant, the 26 students with diagnosed learning disabilities scored 246.7 points lower on the Pennsylvania System of School Assessment Reading subtest (n = 107) and 214.4 points lower on the Pennsylvania System of School Assessment Mathematics subtest (n = 106) than students not so diagnosed, and the 27 students diagnosed with learning disabilities scored 126.3 points lower on the Writing subtest (n= 114) than students not so diagnosed.

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