Describes a study of elementary school students that investigated a model of computer-based cooperative learning, the Cooperative Learning Intergroup Competition (CLIC) model, used in an interactive video. Highlights include ability grouping, gender differences, student opinions, and a comparison of results with those from other cooperative…

In this study, seventh-grade students used hypermedia software, a graphics scanner, and a videodisc player to create multimedia research reports for science. Topics addressed include skill development, student and teacher opinions on time spent learning the software, student interactions, how students organized information, content-specific…

This pretest/posttest study measured the change in computer literacy and attitudes toward computers among 36 preservice teachers enrolled in an introductory computer training course that was focused on developing programing skills. Independent variables included age, gender, locus of control, final grade in the course, and prior experience in word…

Describes a study that was conducted to monitor the eye movement behaviors of microcomputer users working with an instructional game under varying color conditions. Eye movement is discussed; the computer software is explained; and implications of the results for further research and for courseware designers are suggested. (21 references) (LRW)

Reports findings regarding home language environments of children in the longitudinal Home-School Study of Language and Literacy Development project. Data about family practices concerning book reading, toy play, elicited reports, and mealtime conversations were gathered. Cases support a multi-componential view of language. (BB)

Reports on data concerning language environments in classes with children who had been in the Home-School Study of Language and Literacy Development project when they were three and four years old. Activities and types of talk used in preschool classrooms changed as children grew older. (BB)

A study of five year olds in the longitudinal Home-School Study of Language and Literacy Development project focused on the relationship between predictor variables and outcome measures of early literacy. Results demonstrated that both home and school make important contributions to children's literacy achievement at the age of five years. (BB)

Assessed U.S., English, Israeli, and Japanese teachers' views of the ideal temperaments of children. Teachers in the U.S. and England had the most similar views, whereas those in Israel were most divergent. Differences and similarities of teacher's views are discussed in terms of eight dimensions of temperament. (BB)

A study focused on the conventions that students in a first-grade class accepted and used in their writing during one school year. The convention of the pop-up book became prevalent during this period. Results are discussed in terms of LeFevre's theory of literacy research. (BB)

Offers brief commentary on the studies included in this issue. Maintains that the four articles on children's home and school language is important professional literature for anyone who deals with reading and language. (BB)

Examined the acquisition of decoding and spelling skills and the writing fluency of first graders who received either whole-language or traditional basal instruction. Children with high phonemic awareness outperformed those with low phonemic awareness on all literacy measures, regardless of the instructional method used. (MM)

Analyzed drawing and writing of 60 Chinese boys and girls of 2 to 6 years. Children drew self-portraits and wrote their own name. There was an age effect in both tasks. Children as young as three years could differentiate drawing from writing. (MM)

Observed six children from two primary grade classrooms in different instructional settings: teacher-directed/large group; teacher- and child-directed/large and small group; and child-directed. Children's choice was related to high levels of cognitive functioning, language production, cooperative behavior, and generative use of materials. (MM)

Examined self-perception as a correlate of individual temperament. Administered Harter's Self-Perception Profile for Children and the Dimensions of Temperament Survey-Revised to 131 third and fifth graders. Offers suggestions for classroom changes that will enhance the development of positive self-perception. (MM)

Assessed correlations between 415 first graders' scores on the Metropolitan Readiness Test (MRT), and their scores on standardized achievement tests in mathematics and reading in grades 3, 6, 9, and 10. Concluded that the MRT has potential for contributing to readiness decisions in early grades. (MM)