Results from a study of 180 Nigerian secondary school students indicate that of the three notetaking approaches examined, students who formed notes based on teacher-provided outlines achieved better results than those who formed their own notes or those who copied notes fully developed by the teacher. (IAH)

Results of a study involving 55 developmental studies college students indicate that regardless of reading competency levels, prior knowledge activation plus advance warning of possible inconsistencies in the text apparently facilitate students' comprehension of counterintuitive science text better than activation alone. (IAH)

A group test and individual interviews were employed to investigate the relative size of the reading and listening vocabularies of 216 elementary readers at 3 age and ability levels, the depth of students' understanding of words, and the effectiveness of 2 word lists in identifying words that students don't know. (IAH)

Findings from a longitudinal study of 35 school-aged children indicate that a statistically significant and moderately large correlation exists between preschool concepts about the purpose of literacy activities and subsequent success in reading acquisition. (IAH)

Findings from a study involving 8 physical education teachers and 48 secondary students indicate that the teachers allocated less than one half of the available lesson time for student participation with the learning tasks. In addition, the rate of successful performance experienced by high, average, and low achievers differed significantly. (IAH)

Undergraduate grade point average and American College Test subtest scores continue to correlate as well with the new National Teacher Examination (NTE) Core Battery as they did with the old NTE Common Examinations. Subjects were 94 teacher education graduates. Implications for teacher education programs are discussed. (IAH)

Findings from a study to determine the effect of experience-type teaching (real life vs. vicarious) and concept-label-type teaching (invented vs. conventional) on the learning and retention of economics concepts (opportunity cost) by 129 first graders suggest that real-life experiences and invented concept labels enhance learning and retention of…

Subjects (N=52) in a study comparing writing quality of handwritten papers with that of papers produced by word processor showed no educationally or statistically significant differences in performance. Within the experimental group keyboard competence did significantly affect writing quality. (IAH)

Results are reported from a study which examined how achievement-related beliefs (e.g., academic self-concept, causal attributions, perceptions of teacher feedback) of fifth graders (N=192) vary as a joint function of sex, achievement level, and academic area. (IAH)

This article, based upon a survey of 3000 teachers in 92 Illinois high schools, presents data on homework use by teachers. Data is provided on the amount, frequency, structure, purposes, and types of homework assigned to students. The level of school and parental support is also assessed. (IAH)

Results are reported from a study involving 141 elementary students which investigated the relationship between students' use of cognitive strategies during social studies critical thinking tasks and their perceptions of classroom instruction. (IAH)

Results are reported from a study that investigated which combinations of structural support involving embedded headings and intact outlines optimize immediate and delayed recognition as well as recall learning from videotaped instruction. Subjects were 102 college students. (IAH)

Results are reported from research which evaluated a program designed to teach learning disabled students to outline text material. Students (aged 15-17) received instruction on selecting important ideas, seeing the relationship of subordinate details to superordinate points, and organizing information in a traditional format. (IAH)

This field study suggests that preschoolers' social play should be viewed as a developmentally expanding repertoire of skills and that the performance of the skills is a function of the expectations of the preschool environment (school philosophy and practice). Subjects were 54 Canadian preschoolers, aged 4 and 5. (IAH)

Sixty second grade students participated in an investigation of the usefulness of an instructional technique, "story impressions," for improving readers' processing of unfamiliar narratives. Both above- and below-average readers in the story impressions group answered more postreading test questions correctly than did students who only read the…