Examines the effect of a training program on phonological skills that intended to lead preschool Portuguese children (n=30) to move from prephonetic spellings to early phonemic spellings. Reports that for the experimental group, the intervention was effective in moving the children to early phonemic spellings. Includes references. (CMK)

Describes an applied training study investigating the differential effect of two instructional methods on the reading performance of British primary school children with reading difficulties. Explains that children ages 7 to 10 (n=65) were separated into two groups: (1) based on different types of phonological awareness instruction, and (2) a…

Examines the association between student approaches to learning and stages of reflective thinking using questionnaires. Focuses on undergraduate students (n=402) attending a Hong Kong university. Offers support for close association between approaches to learning and stages of reflection upon practice. (CMK)

Examines Italian high school student beliefs about mathematics and mathematical problem solving by exploring the use of a 36-item self report questionnaire. Reports that a substantial replication of the instruments, with exception of one scale, was not reliable. Finds that the four scales predicted achievement in mathematics to different extents.…

Examines the effect of a special needs category (intellectual disabilities versus emotional and behavioral problems) and student teachers' (n=93) training concerning their attitudes toward inclusion. Reports that neither category affected their attitudes. Determined that teachers were more negative about the impact students with emotional and…

Presents a study in which children, ages 18-47 months (n=30), were observed for 30 minutes in a playroom to determine if: (1) stereotyped toys impact children's play; (2) their behavior influences cognitive development; and (3) which toys are appropriate for the assessment sessions. Includes references. (CMK)

Examined the adjustment of African black and white freshman students(n=335) at a white South African university. Finds that the black students reported lower levels of social adjustment and personality adjustment, but not differences in academic adjustment or institutional commitment. Includes references. (CMK)

Reports the results of multivariate analyses of the relationships among thirteen to fourteen-year-old secondary school pupil's (n=343) theories of ability and their self-regulated learning in physical education. Reveals consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. Includes references. (CMK)

Explores whether Dutch deaf children, ages 9 to 11 years old, are more concerned with the loss of the desired state, while their hearing peers focus on conditions that lead to the negative outcome. Reveals that deaf children concentrate on the fulfillment of desires in their emotion predications and explanations. (CMK)

Uses an interrogation strategy to investigate whether learners would utilize stereotypic prior knowledge when asked to learn factual information about men and/or women. Focuses on male and female undergraduate students (n=120) who studied facts on men, women, or both genders. Includes references. (CMK)

Using a descriptive quantitative methodology for categorical data analysis, investigates whether Chinese students' conceptions of learning included memorization. Explains that the University of Hong Kong students (n=25) ranked six conceptions of learning. Includes references. (CMK)

Examines the relationship among approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. Focuses on undergraduate psychology students (n=192) who were around the mean age of 21.7. Reports that motives and styles were related to three learning approaches. Includes references. (CMK)

Investigates the working memory (WM) processing and storage functions; whether WM in writing follows the same process as in reading; and the influence of WM on creative writing. Focuses on high school students (n=47). Finds relationships between WM measures and reading and writing in English as a Second Language. Includes references. (CMK)

Examines student psychological need satisfaction as a predictor of positive teacher-course evaluations. Presents results from two studies that examined different groups of students: (1) a sample of undergraduate students (n=268); and (2) a sample of introductory journalism students (n=179). Includes references. (CMK)

Investigates classroom control, self-regulation strategies, and academic achievement of sixth-grade students (n=302). Hypothesizes that a combination of teacher and student control affects student mathematics achievement. Finds that achievement and self-regulation depended upon classroom processes. Includes references. (CMK)