Examines the effects of Urdu, a phonologically transparent orthography with regular letter-sound correspondences, on the development of reading in English. Finds that children with high levels of vocabulary knowledge and phonological awareness in Urdu were more likely to do well with English reading tasks as opposed to visual memory tasks. (CMK)

Examines the relationship between elementary school teachers' perceptions of control and the effects on behavior problems. Reports that teachers saw family and student-related factors as causes for problem behavior while rejecting school related factors. States that teachers felt in control in three specific areas: personal efficacy, interpersonal…

Examines the changes, after the transition from fifth-grade to the first year of middle school, in self-concept, motivation, school achievement, and the effects of student self-concepts on the self-system. Demonstrates that there is change and stability during this transition period. Includes references. (CMK)

Evaluates the efficacy of tip sheets for teachers (n=20) that offer strategies for classroom management related to student behavior problems. Explains that the teachers chose students with behavior problems and used the suggestions from the tip sheets. Presents the results in detail. Includes references. (CMK)

Investigates the relationships among Intelligence Quotient, study time, educational and occupational aspirations, and academic achievement. Focuses on Australian school children (n=160) from Chinese, Vietnamese, and Anglo-Celtic backgrounds. Presents the results in detail, stating that parental involvement may contribute to high achievement when…

Presents a study in which fourth-year Australian medical students were assigned to either a problem-based learning or case-based learning tutorial group that focused on eating disorders. Reports that there was not a significant difference between the two groups of students related to performance or acquired knowledge. Includes references. (CMK)

Investigates the nature of thinking styles as described in the theory of mental self-government. States that U.S. university students (n=212) responded to the Thinking Styles Inventory and the Styles of Learning and Thinking. Discusses the results in relation to educational implications. Includes references. (CMK)

Reports on social skills and social status of 22 Australian students, with mainly moderate intellectual disabilities, who underwent an inclusive preschool intervention. Finds that the students spent more time with developing peers. Discovered differences between students with disabilities and other students in relation to time spent with peers…

Examines the gains in single word recognition and oral reading fluency made by low-progress readers after an intensive, systematic skills-based reading program. Reports that the results did not support the hypothesis because both groups of low-progress readers made gains on the reading measures. Includes references. (CMK)

Presents a study that compared the effects of social and isolate toys as setting events for the social interaction of two preschool special needs children within an approximated regular preschool environment setting. Reports there was no difference found between social and isolate toys. Includes references. (CMK)

Presents a study that compared expressive language opportunities provided by shared book reading and facilitated play and examined the language of young Australian children (n=22) with intellectual disabilities. Finds that the shared book reading elicited more intelligible and complex language. Includes references. (CMK)

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Investigates children's knowledge of concrete versions of additive composition, commutativity, and associativity. Reports that in study one, four-to five-year-olds (n=24) and five- to six-year-olds (n=25) judged the equivalence of conceptually related addition problems using groups of objects. States that in study two, five- to six-year-olds…

Presents a study that utilized a new measure of response inhibition and attention with a sample of boys (n=50) diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and a control group of age-matched boys (n=50). Reveals that the ADHD boys performed more poorly than the control boys. Includes references. (CMK)

Reports an investigation of whether certain behaviors in children resulted in bullying. Explains that teachers (n=25) completed an assessment for 523 children (ages 7-11) while children completed a questionnaire about school. Offers new evidence that teachers recognize social behavior and interactions that can significantly affect whether primary…