This study extends the previous literature by identifying different subtypes of language disability within learning disabled children. Results indicate that six language subtypes can be derived and that they are both internally consistent and externally valid, being differentially linked to reading and math achievement over a three-year period.…

This study examined the academic outcomes associated with behavioral subtypes and their stability in learning disabled children. Children with attention problems and problem behavior in the first and second grades showed poorer achievement in later grades, compared with those who did not present atypical behavior. (Author/JAZ)

This study compares the effects of single-sex and coeducational secondary schooling. Results indicate that single-sex schools deliver specific advantages to their students, especially female students. Single-sex schools may facilitate adolescent academic development by providing an environment where social and academic concerns are separated.…

The organization and content of subject matter knowledge of arithmetic teachers was explored. Experienced and beginning fourth grade teachers were observed. They were evaluated on their lessons to teach fractions. Implications of their knowledge differences were discussed. (DWH)

The authors hypothesize that a means-end strategy places a load on cognitive processing capacity which retards knowledge acquisition. Three experiments using trigonometry problems with high school students were conducted in which the problem goal was modified to disrupt strategy used by novices. Results supported the authors' hypothesis.…

Four experiments involving 180 undergraduates evaluated the effectiveness of computer graphics in improving estimates for algebra word problems. Variations in the simulation resulted in successful and unsuccessful programs as measured by the frequency with which students improved their estimates. Quality of feedback to students while learning is…

Students' conceptions of student explanations as mediators of the relation of instructional stimuli to seatwork achievement was examined. Results indicated a positive relationship among cognitions about explaining, small group behavior, and seatwork achievement. Students' conceptions of a good explanation were positively related to achievement and…

The influence on children's self-efficacy and achievement through observation of peer models learning cognitive skills was investigated. The effects of modeled mastery and coping behaviors were explored. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement. (Author/DWH)

The relative contributions of family status variables, a family constellation variable, and the Henderson Environmental Learning Process Scale to prediction of cognitive performance among Mexican American preschool children from low-income backgrounds were examined. Implications of including background variables in research on relations between…

Parents engaged in a book reading task with their preschool child. The extent to which parents' teaching of children becomes less directive as a function of children's age and communicative status and the relationship between parents' interaction styles and children's verbal intelligence quotient was studied. (DWH)

Reading test questions were classified as literal or inferential. The kind of question was controlled to determine the influence of test format on comprehension. Analysis of variance indicated no direct effects attributable to test format or kinds of comprehension. Contentions of deficits in automaticity and attentional focus in poor readers were…

A longitudinal study was conducted to determine how a comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The test variables were reduced to six predictive factors by factor analysis that, combined with the child's sex and the parent's language, had multiple correlations with reading…

The natural rates of teacher approval of appropriate student behavior and off-task student behavior were determined in middle school classrooms. Mean rates of teacher approval were found to exceed rates of disapproval. Inappropriate approval also appeared to be a relevant factor in managing classroom behavior. (Author/ DWH)

Interactive effects of item difficulty, test anxiety, and failure feedback are examined in a study using multiple choice verbal aptitude items. Results indicate that ability estimates can be affected by the examinee's improved performance, especially for students given an easy test. (Author/DWH)

The cognitive development of a group of children who, at age six, were more than one standard deviation above the mean on a culture-fair measure is described. The relationship of influences at discrete time points which impinge on measures of mental attainment at elementary school entry is schematized. (DWH)