Across 4 experiments, 121 college students and 80 Spanish-English bilingual members of the university community read narrative or expository texts and answered comprehension questions. Manipulating intervals between readings, language, and the activity between the readings indicates that all these variables influence whether a repeated reading…

Relationships among individuals' foreign language learning experiences, their beliefs about the effectiveness of language learning strategies, and their definitions of the learning task were studied for 194 college students. Results confirm that language learning experience is related to strategy beliefs. Implications for educational practice are…

Students' perceptions of differences in teacher interaction for males and females in grades 5 through 12 were studied, and school-related attitudes, preferences, and aspirations of 132 boys were compared with those of 97 girls. Compared to girls, boys perceive inequities to a greater extent and show greater preference for mathematics and science.…

The delay retention effect was examined using a recent model of feedback for 154 undergraduates, testing the assumptions of the model and investigating the effects of different types of feedback on posttest performance. Implications of better performance after delayed feedback and the assumptions of the model are explored. (SLD)

An experiment with 67 Australian junior high school students demonstrates that presentation of goal-free 2-move mathematics problems, reducing the use of means-ends analysis, prevents the stage effect (increase in errors at the subgoal stage) from occurring. Implications for enhancing learning are discussed. (SLD)

Effects of the Future Problem-Solving Program on the ability of 29 gifted fourth graders and 32 gifted fifth graders to solve futuristic problems similar to those used in the program were studied. Results indicate a significant effect of the program on solution of this type of problem. (SLD)

Ways in which student beliefs and goals distinguish different styles of engagement with learning, and how such styles are associated with student strategies were studied for 137 female eleventh graders in Australia. Six identified styles of engagement are discussed in terms of insights from analysis preserving the multidimensional character of…

An epistemological questionnaire assessing student beliefs about simple knowledge, certain knowledge, quick learning, and fixed ability to learn was administered to more than 1,000 high school students. Results demonstrate some epistemological development during high school and suggest that epistemological beliefs predict grade point average. (SLD)

Effects of task demands, age, and skill level on memory and metamemory performance were examined for 62 average and 66 low-achieving learning-disabled children. Memory improved with age and skill level, and strategic metamemory revealed age and skill-level differences, but taxonomic metamemory revealed age differences in the average group only.…

Patterns of motivation and social behavior among children working in pairs at microcomputers were investigated over 4 months by observing 53 male and 42 female kindergarten students and 4 female teachers. Almost no gender differences were apparent. Results suggest that introducing computers at this age might reduce the predominance of male…

Peer preferences and perceptions of 258 African-American and 401 White third through fifth graders (313 males and 346 females) attending either majority White or majority African-American classrooms were studied. Racial minority status is associated with peer rejection of girls but not boys. Results support the subjective culture hypothesis. (SLD)

Factors influencing English word identification performance of 27 Spanish-speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD)

This study assessed whether ability to use phoneme-grapheme correspondence in spelling is affected by positions of the phoneme and stress on the syllable in 3 experiments involving 24 kindergartners and 56 first graders. Results suggest that the context in which a phoneme occurs influences children's spelling ability. (SLD)

Multiple group structural equation modeling was used to analyze structural relationships between latent factors underlying writing-related developmental skills and component writing skills in grades 1 through 6 for 600 students (50 boys and 50 girls at each grade level). Results for handwriting, spelling, and compositional quality are discussed…

Differences in component processing skills of students of different ages and developmental changes over 1 year were studied for 96 students in grades 2 through 4 and 59 of them in a follow-up. Results trace the development of component processing skills and suggest a theory of the development of component skills. (SLD)