Text lookback training in reading instruction was studied using high school and middle school students. Students were assigned to either a training or control group, with training group students receiving instruction on the use of text lookbacks to answer questions. Results are discussed. (Author/DF)

The impact of school district resources and policy changes on basic skills performance is examined in this article. Data were collected to observe if specific policy changes, testing programs, or teacher training influence student test results. Student pretesting had the only significant positive effect on performance. (Author/DF)

Practice in oral and silent reading is an important component in the development of reading skills. Observational techniques were used to investigate the actual amount of time a second-grade class spent reading during reading instruction. Results are discussed with regard to effects of practice time on student reading. (Author/DF)

Fourth-grade students were administered the Estes Attitude Scale to measure attitudes towards core academic subjects. When results were compared with test results of actual school performance, it was found that both extreme overachievers and underachievers had poorer attitudes toward core subjects than had other more accurately predicted…

The responses of full-time teachers and persons who received teaching certificates but are employed in other occupations were compared to observe differences in attitudes towards job lock-in, advancement prospects, and commitment to teaching. Implications for teacher incentive systems and the organizational structure of schools are presented.…

Ethnic membership and classroom social status were examined in relation to ratings of stressful experiences among Hispanic and Anglo elementary school students. Anglo children seemed to feel more successful as students but were also more anxious. Survey methodology and results are given. (Author/DF)

The effects of ability grouping on the achievement and self-esteem of fourth-grade students were assessed through regression-discontinuity analysis. Standardized achievement test scores showed an increase in the high ability students after one year. No significant differences were assessed in self-esteem. (Author/DF)

Data are presented that establish the level of teachers' perceived stress. Results indicate that teachers are moderately stressed and that stressors that center on the classroom are more of a problem than organizationally focused stressors. (Author/DF)

Students of varying achievement levels were tested to determine the relationship between proofreading standardized test and written spelling test scores and to find if significant differences exist between mean scores of the two tests. Proofreading tests seem to be justified when information on spelling ability in general is desired. (Author/DF)

An "ideal lesson" method was used to observe how teachers were providing instruction in text summarization. Teachers prepared a lesson and audiotaped the presentation. Although teachers were prompted to assist students in improving text summaries, only two teachers actually discussed more than one summarization rule. Staff development…

A study of elementary school students investigated the effects of immediate feedback during a spelling pretest compared to the usual delayed feedback after dictation of an entire word list. Results indicated a small degree of difference between methods. (Author/DF)

The effects of a free-time contingency on the grammar skills of nine mildly handicapped students were investigated in this article. Use of free time was correlated with improved skills by all students. Problems and benefits of the procedures are discussed. (Author/DF)

Reading achievement and attitude scores of a National Assessment of Educational Progress sample of 9-year-old students were multiply regressed on one another on home environment variables. Correlations and partial correlations of achievement with home environment, quality of instruction, and leisure time television watching were found. (Author/DF)

An analysis of errors found in writing samples by elementary school Mexican-Americans is presented. This study focused on errors that may be caused by speech patterns and language usage. Results are discussed. (Author/DF)

Printing and writing skills and their interaction were studied to discover if teachers should not teach cursive writing to students with poor printing skills. Writing samples were analyzed using a diagnostic inventory that focused on major elements of form and neatness. Results are discussed. (Author/DF)