Pupils using a moving model of letter formation in the form of a flipbook demonstrate higher skill improvement than do students using a still model. (CJ)

Pupil behaviors during oral reading influence teacher response more strongly than do preconceived pupil status variables. The research findings are also related to the formation of teacher expectations. (CJ)

Research findings indicate that young children learn concepts better when presented with less stimulus between negative and positive behaviors and greater variation among positive behaviors. (CJ)

Data relating teacher achievement in and attitudes toward reading to their pupils' achievement in and attitudes about reading suggests that high achievement and positive attitudes on the part of teachers is reflected in students. (CJ)

A survey of reading teachers and Title I program directors in Kansas indicates that 50 percent of the former and 90 percent of the latter do not judge themselves adequately prepared to teach handicapped children under the Education for All Handicapped Children Act. (CJ)

Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)

Standardized reading test scores, family socioeconomic status (SES), and teacher-assigned reading groups of pupils in 37 midelementary classrooms from four school districts were examined. Little support was found for the conjecture that pupil or teacher social class plays a major role in elementary school reading grouping. (Author/GK)

Results of 59 studies of this relationship were integrated. Analysis revealed a substantial relationship between class size and teacher and pupil attitudes, as well as instruction. The results complement those of a previous meta-analysis that showed positive effects of class size on achievement. (Author/GK)

Two experiments were performed to determine whether questions inserted after prose passages initiate reviews which facilitate retention of the information in memory. Results suggest that the backward review is not attributed to a retrieval phenomenon but to a strengthening of memory traces at the time of the probe. (Author/GK)

Studies in self-management, attribution, and achievement motivation challenge the view that basic skills instruction requires strong teacher control, structure, convergence on learning activities, less pupil freedom, and less experimental teaching activities. Student-managed instruction yielded the greatest achievement gains and heightened…

Three peer tutoring methods and two group investigation approaches are examined for effects on academic achievement, students' attitudes, and ethnic relations. The five methods are: Jigsaw classroom (Aronson), Teams-Games-Tournaments (DeVries), Student Teams and Academic Division (Slavin), cooperative learning approach (Johnson), and small-group…

A model is presented in which variables affecting achievement were grouped as: (1) school or school district conditions; (2) within school conditions; (3) teacher characteristics; (4) teaching style; (5) student characteristics; (6) student behavior; and (7) student learning outcomes. (Author/CP)

A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods. Examples of techniques include objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques. (Author/CP)

Small-group cooperative learning methods have improved achievement, low and high level cognitive learning, race relations and mutual student concern. Most of the research focuses on four approaches: Teams Games Tournament (DeVries), Student Teams Achievement Divisions (Slavin), Jigsaw (Aronson) and Small Group Teaching (Sharan). (Author/CP)

Various self-report test anxiety instruments were examined with attention given to their reliability and validity. Treatments directed toward test worry were more effective than treatments directed toward test emotionality. Self-reported test anxiety was found to decrease as a result of most treatment including pseudotherapy. (Author/CP)