Nineteen first grade children were randomly assigned to two experimental reading instruction conditions lasting 12 weeks. Both conditions used the language experience approach to teaching beginning language. In the experimental stage, the language experience approach was augmented by a total of six hours of individualized word-bank activities.…

College students were assigned to either take their own personal notes or to use full or partial notes that were distributed in class. The use of personal or partial notes resulted in higher scores on the essay test, and students preferring personal notes scored higher on the multiple-choice exam. (Author/JN)

A comparison was made between the accuracy of handwriting on large-spaced paper and normal-spaced paper of urban and suburban students. Results indicated that, with large-spaced paper, suburban students produced more accurate strokes than urban students, but when normal-spaced paper was used, there were no signficant differences. (Author/JN)

A scale designed to measure teachers' generalized expectations for internal-external control over student success and failure in the classroom is described. Validation studies indicated that the scale predicted teachers' behaviors in the classroom, including their willingness to adopt new instructional techniques. (Author/JN)

A study of 65 seventh grade students indicates that existing readability formulas should be used in combination with measures of syntactic complexity to assess levels of passage difficulty for students who appear to have difficulty in reading comprehension. (JD)

A study examining the differences between the linguistic cue use of learning disabled students and their nonhandicapped peers indicates that some learning disabled children may benefit from help in the use of context as a word recognition strategy. (JD)

Because teachers' oral directions for group achievement tests assume that children understand numerous basic concepts, the construct validity of subtests assessing abilities other than language is questionable. Implications for teacher administration of primary level tests and suggestions for future test construction are described. (JD)

A question is raised as to how much emphasis should be placed on the use of technical terminology in lectures, reading assignments, and tests, particularly in introductory college courses, if all that is facilitated pertains to factual recall. (JD)

In a study of seventh graders playing concept and skill games in mathematics, it was found that grouping students according to prior achievement did not make a major difference in their learning. (JD)

A review of research articles published in educational journals revealed that while psychoeducational research from 1910 to 1950 tended to be descriptive, the current trend is toward empirical generalization. (JD)

It was found that teachers who have frequent contacts with parents were more likely to feel responsible for initiating contact and comfortable about meeting parental expectations, but that they had less support from parents than other teachers. (JD)

A review of handwriting research conducted in the 1970s reveals that innovative statistical designs were being used, a large number of experimental studies were conducted, and there was increased emphasis on teaching handwriting to handicapped students. (JD)

Young children exhibit improved prospective memory when an external cue is used as a reminder. Children's attempts at prospective remembering may be an important precursor to the development of strategies for retrospective remembering. (JD)

An approach is described for the characterization of test questions in terms of the information in a passage relevant to answering them and the nature of the relationship of this information to the questions. The approach offers several advantages over previous algorithms for the production of test items. (Author/GDC)

In classes of four different sizes (16, 23, 30, and 37), teachers' expectations, student achievement in six areas, student and teacher attitudes, student self-concept, and various classroom process variables were studied. Class size effects were only noted for teachers' expectations and for one area of mathematics achievement. (Author/GDC)