Empirical and theoretical evidence is presented to support the conclusion that improvement of learning ability is an important and viable educational goal. The improvement of learning ability necessitates development not only of specific learning skills, but also an executive control mechanism that automatically accesses and combines learning…

An instructional design theory, based on direct empirical validation from a programmatic line of instructional systems research, is presented. Concept learning is viewed as a two-phase process: (1) formation of conceptual knowledge and (2) development of procedural knowledge. (Author/LMO)

Reading disabilities are examined from an interactionist perspective. A brief historical perspective of events, a review of selected literature, and a discussion of implications lead to the thesis that research on reading disability must move away from the search for causative factors and toward the specification of conditions for learning.…

Thirty-eight methods are presented for either setting standards or adjusting them based on an analysis of classification error rates. A trilevel classification scheme is used to categorize the methods, and 10 criteria of technical adequacy and practicability are proposed to evaluate them. (Author/LMO)

Examines the schism of values between qualitative and quantitative social science researchers. Focuses on some practical methodological issues which face researchers wishing to adopt a qualitative-interpretive approach. (JDH)

Reviews research on teaching and makes an appeal for involving classroom teachers as field workers and partners in applied pedagogical research. Covers difficulties involved with such an approach, the need for replication, teacher training and the problem of generalization. (JDH)

Participation of 1,715 fourth-grade students in family outing activities was compared across three racial groups and used to predict reading and math achievement. Results indicate participation differed across racial groups, and participants were higher achievers than nonparticipatnts. Specific predictors are discussed. (Author/MT)

This study examined the effects of activity or passivity on children's ability to remember and identify word pairs. Results are discussed, and implications are developed. (Author/MT)

This study tested Chapman's model (1983) of the influences on teacher retention. Four groups of graduates with teaching certificates but differing career paths were studied. The groups responded to different incentives. Implications are discussed. (Author/MT)

This study investigated the emotions involved in the writing process by analyzing a short inventory completed by 87 novice writers before and after self-sponsored and required writing exercises. Results are presented. (Author/MT)

This study of high- and low-achieving first graders assessed the effect of two mastery learning treatments on reading performance. Results are presented, and implications are discussed. (Author/MT)

This longitudinal panel study investigated the relationship between ability and achievement among elementary school children in Taiwan. Results are discussed in terms of theoretical and policy implications. (Author/MT)

Metropolitan Achievement Tests were administered to students in grades 1, 3, and 5 in the spring and again in the fall to see if their academic skills deteriorated over summer vacation. Results suggest that the assumption of generalized academic losses over the summer is unwarranted. Reasons are discussed. (Author/MT)

A reading attitude inventory was administered to 134 children in grades 1 through 6 to see if attitudes changed as students progressed through the grades. A difference was found between grades 4 and 5 which appeared to involve a more positive attitude toward non-classroom reading. (Author/MT)

A biochemistry examination administered to 114 dental students consisted of 20 items that measured knowledge and 18 items that measured either comprehension or application. Each item was written with five choices, half the class being presented the original version, half a content-similar derivative that included three choices. (Author/LMO)