Reviews the literature to address questions that school psychologists and teachers have regarding emergent literacy in kindergarten. Defines emergent literacy; examines the importance of reading to children; and discusses print awareness/concepts of print, knowledge of letter names, phonemic awareness, formal reading instruction, early readers,…

Focuses on two promising intervention programs for children with learning difficulties and looks at major issues in interpreting the effectiveness of such programs. Profiles the writing to read and the reading recovery programs, and discusses some of the criticisms that have been directed at these programs. (RJM)

Comments on a previous articles in this issue regarding suggestions for future research in the area of anger. Argues we have neglected to address the sociocultural context of anger and therefore need to conduct cross-cultural analyses. (KW)

Evaluates theory and methodology underlying previous tests of the developmental proposal that self-concept becomes increasingly multidimensional with age. Develops and provides strong support for a new differential distinctiveness hypothesis, demonstrating that increasing distinctiveness--substantial age-related declines in correlations among…

Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension…

Structural equation modeling evaluated the contribution of phonological, orthographic, morphological, and oral vocabulary factors to word reading, spelling, and reading comprehension outcomes in at risk 2nd and 4th graders. For 2nd-grade children, morphology contributed uniquely to reading comprehension, and oral vocabulary and orthography…

Two unique measures of morphological awareness were orally administered to kindergarten and 2nd-grade Hong Kong Chinese children. Both tasks of morphological awareness predicted unique variance in Chinese character recognition in these children, after controlling for age, phonological awareness, speeded naming, speed of processing, and vocabulary.…

The authors examined inflectional and derivational morphological forms within narratives written by 247 3rd and 4th graders. Results indicate that children's control of morphological structures in their writing mirrors that in their speech: inflectional morphology is largely mastered by age 9 or 10, but skills with derivational morphology continue…

Model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time…

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments.…

Self- and collective-efficacy beliefs were examined as main determinants of teachers' job satisfaction. Analyses corroborated a conceptual model in which individual and collective-efficacy beliefs represent, respectively, the distal and proximal determinants of teachers' job satisfaction. The perceptions that teachers have of other constituencies'…

Examines the hypothesis that some people are verbal learners and some people are visual learners. Presented a battery of 14 cognitive measures related to the visualizer-verbalizer dimension to 95 college students and then conducted correlational and factor analyses. Results have implications for how to conceptualize and measure individual…

Describes the planning, implementation, and evaluation of school-based Wellness Centers operated by the Riverside Unified School District in Riverside, CA, as part of the Safe Schools/Healthy Students Initiative. Describes the program as planned in terms of the theoretical model for the intervention and the evaluation design, and discusses the…

The Safe Schools/Healthy Students Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. Describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program…

In Salinas, California, a Safe Schools/Healthy Students (SS/HS)-funded program is helping children and their families grapple with issues pertaining to violence, substance abuse, mental health, and academic success. In just two years, the program has helped educators and service providers deter school crime, provide on-campus therapy to troubled…