Ten learning-disabled adolescents (LDs) performed a reading comprehension task below the level of same-age nondisabled students (NLDs) but at the same level as younger NLDs (YNDs). On a measure of incipient awareness of theme, LDs scored below YNDs. Why LDs have difficulty getting the point is discussed. (SLD)

To study the effects of introductions and conclusions on the evaluation of student essays, 154 undergraduates graded 10 essays in which the quality of introduction or conclusion was varied. Quality of the introduction had a greater effect on the grade than did quality of the conclusion. (SLD)

The planning, attention, simultaneous, successive (PASS) cognitive processing model was applied to the study of gender differences for 94 male and 103 female elementary school and high school students. Results show that the PASS model offers a feasible approach to the conceptualization of cognitive processes. (SLD)

The role played by sex-related differences in prediction of grades from Scholastic Aptitude Test scores with regard to the grade criterion and the variables associated with academic performance was studied for an entire university first-year class (4,351 students). Sources of underprediction for women are discussed. (SLD)

In an ethnographic interview study, a theory of self-regulated notetaking emerged after 4 phases of study with 252 undergraduates. How a student takes notes is determined by a long history of experience with courses, as well as student perceptions. (SLD)

Writing instruction featuring pedagogical principles based on a sociocognitive model was investigated with 26 fourth-grade and 16 sixth-grade classrooms (1,123 students). More than 40% of the variance in posttest writing quality scores was accounted for by adherence to the model. (SLD)

The effect of providing phonemic-awareness instruction at school entry on the reading and spelling progress of five-year olds was examined in a whole-language program with 81 subjects. Overall, training had significant effects on spelling and reading performance. (SLD)

The effects of limiting the availability of immediate feedback while using LOGO were studied for 48 students aged 9 to 11 solving rotation problems. Limiting feedback reduced the incidence of trial and error strategies, and higher level problem solving strategies were apparently used to compensate for the restricted feedback access. (SLD)

Eighty-six college students studied solutions of simple and complex word problems and then used the examples to construct algebraic equations as the frequency of referral to example was recorded. Students did not always select the appropriate example, and ability to select appropriately did not interact with aptitude. (SLD)

In 2 experiments, 162 high- and low-spatial ability students viewed a computer-generated animation and heard a concurrent or successive explanation. The concurrent group generated more creative solutions to transfer problems and demonstrated a contiguity effect consistent with dual-coding theory. (SLD)

Whether 10- to 14-year olds infer implied instruments when reading isolated instrument-implicit sentences as well as they do when instructed to generate such instruments was studied with 177 subjects in 2 experiments. Results indicate that spontaneous instrumental inference is less certain than previously suggested. (SLD)

The importance of cognitive internal state words in skilled reading comprehension was studied with 31 5th graders, 32 7th graders, and 10th graders. Positive correlations with cognitive word knowledge were significantly higher for verbal than quantitative achievement percentiles. The order of cognitive word acquisition depends on complex factors.…

College students were classified as schematic (belief in being a good problem solver and importance of this ability to self-esteem) or aschematic (belief in moderate ability and low or moderate importance of ability). Results with 196 students indicate the importance of self-concept in development and maintenance of competence. (SLD)

Self-concept scales from the Australian Self Description Questionnaire II (SDQII) were included in the National Education Longitudinal Study of 1988 (NELS:88). Mean differences based on 17,544 U.S. responses and the Australian normative sample were small. Results support construct validity of SDQII responses in NELS:88 data. (SLD)

Goals in writing and beliefs about how to write well were studied for 653 undergraduates in a composition class. Goals and beliefs are identified in terms of four dimensions. Results make it clear that students have diverse beliefs about how to write well and associated commitments to these approaches. (SLD)