An examination of a sample of the books selected by children for reading revealed a significant relationship between rejection and the number of words and proportion of illustrations which a book contained. (Author/RK)

Discusses the problem of how to record the progress of young children in nursery schools and suggests several benefits of recordkeeping. Briefly reviews existing tests, scales, and assessment methods. Describes a new guide to assessment developed at the University of Keele (England) and its evaluation in an initial study. (MF)

The research described here shows how the behavior of working-class children in the reception class can be influenced by their preschool experiences. The findings show the greater gains made by the nursery children in several important areas and have implications for the future development of preschool provision. (CT)

A study was conducted to discover the attitudes towards English of 16-year-old students entering further education colleges. The study sought to find out what the students thought of English at school, what they enjoyed and what they did not enjoy, and of what importance they thought English to be and their reasons. (CT)

This article reports recent research into aspects of the differences between Protestant and Catholic schools in Northern Ireland, namely, whether the two systems vary in terms of the balance of subjects in examination passes and the qualifications of leavers. Differences are presented and discussed. (CT)

This article reports a longitudinal study of factors associated with reading ability in a large sample of children aged seven and then at age nine. It was found that the correlation between reading at age seven and reading at age nine was 0.87. The implications of the results are discussed. (Author/CT)

Evidence suggests that single-sex groups for science, whether in mixed schools or in single-sex schools, do not improve the attainment of girls in first-year science. Boys are shown to perform equally well upon knowledge-based tests; but upon mechanical reasoning and evaluation of data tests, boys perform significantly better than girls. (Author)

This study examined children's engagement in a primary school class when no additional help was present, when parents were involved normally, and when parents and staff were following RM (Room Management) procedures. Comparisons indicate useful gains in engagement when employing RM. (Author/CT)

The amount of notes and textbook use were related to candidates' previously measured abilities in the area, to their scores on the examination; and to their responses to a questionnaire. Results indicated that those who devoted more examination time to using notes and texts obtained less good scores and had obtained low scores on previous…

This study found that boys receive a higher average level of individual attention from their teachers but that the difference between boys and girls is much less dramatic than is sometimes claimed. This imbalance may be seen as a problem of classroom management rather than of sexist bias. (Author/CT)

School attendance over a period of several weeks was studied in a group of 435 boys and 65 girls convicted of offenses in the juvenile courts of a large industrial city in the North of England. Delinquents attended school considerably less than expected. (Author/CT)

The author reports on a survey of secondary school pupils' attitudes regarding computer-assisted instruction and specific software packages in their English classes. The students concentrated more on learning issues than technological concerns in their comments. (CH)

The author reports results from the Bristol Social Adjustment Guide and the Rutter Children's Behaviour Questionnaire for 42 hearing-impaired children aged 7 to 16 years who attend public school. Results are compared with those of hearing students and with those of hearing-impaired children in special school. (CH)

The author examines technical and vocational education and training for 14- to 18-year-olds in Denmark, France, Sweden, West Germany, the United States and Japan. She aims to compare the Technical and Vocational Education Initiative of Great Britain with systems in other countries. (CH)

The study examined the involvement of parents and other persons in the classroom. Eighty-six head teachers provided general information, and 82 teachers outlined involvement of others in their classrooms. Results indicate wide involvement, with parents involved in 87 percent of the classrooms, and others involved in all but one room. (CH)