In a field experiment among third-grade students, traditional spelling instruction was compared with two different forms of cooperative classroom instruction, one with individual feedback and one with shared feedback. Cooperative methods had positive effects on spelling achievement and on students' effort as rated by their teachers. (Author/JAZ)

This article investigates positional response bias, testwiseness, and guessing strategy as components of variance in test responses on multiple-choice tests. University students responded to two content exams, a testwiseness measure, and a guessing strategy measure. The proportion of variance in test scores accounted for by positional response…

The ABDs of Reading program provides explicit training in phoneme analysis and phoneme blending, letter-sound correspondences, and decoding to learning disabled children. No extensive teacher-training, teacher-aids, or other unusual classroom support is required. (Author/CP)

Students scoring high on the Test Anxiety Scale had lower grades and poorer study habits than their low-scoring counterparts. Amount and quality of study by high anxiety students were positively related to grades; missing classes and delaying exams were inversely related. (Author/CP)

Studies on visual, musical, and speech perception abilities were used to construct auditory ability tests. Correlation and factorial analyses indicated separate capacities for auditory verbal comprehension, auditory immediate memory, temporal tracking, auditory cognition of relationships, discrimination among sound patterns, speech perception…

Chicano mothers were observed teaching their own five-year-old children. Field-independent mothers used inquiry and praise; field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. (Author/CP)

This article investigates the impact of assigning poor-prognosis first-grade students to separate transition rooms, and contrasts it with giving similar children (transition eligible) regular instructional settings and under an individualized program, the New Reading System. (Author/CP)

Training produced significant changes in the teaching behavior, self-ratings of teaching ability, and student ratings of instruction of graduate teaching assistants. Response-shift bias was noted in the self-reports and controlled through the collection of retrospective pretests. (Author/CP)

Many researchers, including Buriel (EJ 187 987), incorrectly compared the results in each study with null hypotheses of zero differences between means or zero population correlations. Instead, a test of difference between the mean differences in the two samples or the direct comparison of the two sample correlations is required. (Author/CP)

The effect of reading difficulties and antisocial behavior on peer rejection and popularity was studied with 198 lower-class boys, grades 1 and 2. Poor readers who were stable and conformed to classroom requirements were no more rejected than good readers who conformed; however, they were less popular. (Author/CP)

Three conditions for administering creativity tests by Torrance and by Wallach and Kogan were compared: (1) untimed, gamelike; (2) conventional testlike; and (3) administration of measures under testlike conditions on two adjacent days, using the second testing as the predictor. The conventional testlike condition seems optimal. (Author/CP)

A game was used to assess children's judgments about altruistic, cooperative, or competitive payoff. In a second experiment, small groups were asked to construct new words with the option to work alone or to collaborate. Children who regularly studied in cooperative small groups were more cooperative in both situations. (Author/CP)

Contrary to previous research, grading standards did not affect student achievement. The effect of standards on ratings was significant but not consistent for types of ratings (instructor expressiveness, lecture content), instructors, or differences in standards. Under certain conditions, higher grades either adversely affected ratings or had no…

Several explanations have been advanced for sex differences in reading achievement, including hypotheses based on physical maturation, female teacher bias, teacher discrimination, feminization of reading, differential response to pupil behaviors, and sex-relevant teaching styles. Evidence for and against each of these hypotheses is presented, and…

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)