Analysis of data from the 1991 International Assessment of Educational Progress for 34 countries and 3,300 students ages 9 and 13 years in each indicates that gender differences in performance were generally small in mathematics, but were larger for science, with male scores higher in both age groups. (SLD)

One hundred and eighteen first graders with reading difficulties were given tutoring as a step toward distinguishing difficulties caused by basic cognitive deficits from those caused by experiential deficits. Results are consistent with research suggesting that reading problems for some poor readers may be caused primarily by phonological…

Two approaches to regression-based reading-level-match research designs, one of which used matched Rasch-scaled "w" scores, were tested with 544 primary grade children of different reading levels. Results call into question the conclusion that orthographic skills are compensatory for reading-disabled children. (SLD)

The development of literacy skills was studied in 20 dyslexic elementary school students over 2 years. These children read more poorly than age-matched comparisons at Time 1, but at Time 2 specific difficulties had increased. The typical dyslexic profile became more defined with development. (SLD)

Subsyllabic awareness was investigated with a word synthesis task completed by 96 children in kindergarten, first, and second grade. Evidence supports a developmental trend that shows performance improved with each grade. Children blended speech segments more easily when the segments were the syllable onset and rime. (SLD)

Two experiments examined the relation between revision and task definition for 108 college freshmen in entry-level and basic writing courses. Results suggest that the prompt to revise globally may be helpful for improvement of entry-level college students' work but not for basic-level students. (SLD)

Four experiments involving 286 undergraduates examined social influences on metacognition, testing whether learner's knowledge that colearners have questions about the material affects their own levels of comprehension. Overall, the more questions colearners signaled having, the more confusion learners admitted having. (SLD)

Four experiments involving 367 college students and 259 sixth graders demonstrate that children and adults, when asked to represent vision schematically, have a bias to draw arrows pointing away from the eye and toward a visual efferent. The role of this type of representation in learning is discussed. (SLD)

Differences in students' practice behaviors and perceptions of the motivational climate were studied with 109 seventh and eighth graders in physical education classes manipulated to be ego- or task-involved. Students perceived the conditions differently, and those in the task-involved condition completed more practice trials. (SLD)

The stability of verbal behavior and the relationship between verbal and nonverbal abilities and self-concept to talkativeness in the classroom were studied with 128 kindergarten children. Children fell into group profiles of reticent, mixed, and more verbal, with behavior relatively stable in Grade 1. (SLD)

Ten years after initial participation by 729 American, Chinese, and Japanese first graders and their mothers, interviews and achievement tests completed by 475 students from this sample found high stability of achievement relationships among all three societies. Associations between early predictors and achievement were similar for all groups.…

Results from 4,679 subjects tested in seventh grade and as young adults suggest a negative effect of not graduating from high school on psychological functioning for male and female students in the full sample and in the sample (1,871) who did not go on to college. (SLD)

Students' self-insight about how they evaluate teaching effectiveness was studied with 176 undergraduate and 53 graduate students through a policy-capturing approach. Results show self-insight and a reasonably high level of consensus in making overall evaluations, supporting the validity of student ratings of teaching effectiveness. (SLD)

Findings from a study using data from the National Education Longitudinal Study support a model in which parental expectations and perceptions are instrumental in raising the academic expectations and achievement of students with learning disabilities. These factors apparently work for learning disabled students as they do for students without…

Two experiments involving 139 college students investigated how text memory was influenced by organizational signaling devices. Signals frequently did not affect how much was recalled from the text, but they did systematically affect what was remembered, supporting a hypothesis that signals aid in construction of a topic structure representation.…