The effects of classroom openness on student cognitive achievement is studied in terms of the agreement between actual and preferred degree of openness. (JMF)

The "Test of Everyday Writing Skills" is used to successfully identify third-year college students with poor writing ability as part of a college-screening program. (JMF)

A study of seventh-, ninth-, and eleventh-grade students' ability to apply letter-sound correspondence to synthetic words indicates that, although by seventh grade, students have largely mastered letter-sound correspondences, low ability students do not approach the same mastery as average and high ability students until the eleventh grade. (JMF)

Home, socioeconomic, and process characteristics obtained from a single interview with mothers of high, average, and low achieving third-grade children accounted for a large percentage of the low achievers' scores in arithmetic computation and reading comprehension. (JD)

Three variables: subject area, day of the week, and academic activity, were examined to determine whether pupil involvement in academic learning activities is an indicator of pupil learning. Differences were found in each variable, implying that more effective use of allocated instruction time will increase academic achievement. (JD)

The most frequently noted difference in the abilities of tenth graders and college seniors to recall sentence connectives was the college students' ability to engage in free recall and rewriting, indicating that such a task would be a good predictor of mature use of transformational sentence connectives in the study of English. (JD)

An examination of the effects of different types of review questions on the transfer skills of seventh grade math students indicates that relatively difficult review questions can effectively facilitate the retention of these skills. (JD)

For four- and five-year-old lower socioeconomic status children learning basic mathematics, more indirect teacher behavior and the active involvement of the student in the learning process are significantly more effective in facilitating student achievement than is a direct instruction/passive reception learning mode. (JD)

In studies on the effect of advance objectives on readers' comprehension of prose, reliable differences were noted in the areas of the passages students focused upon depending on the presence of objectives and the level of learning they required. No differences were observed in reading comprehension. (JD)

Residency in a college dormitory during the freshman year of college positively influences educational and personal growth and academic persistence. The mediating effects of relationships with peers and the ambiance of the intellectual community are noted. (JD)

The field dependent and independent dimensions of cognitive style focus on the individual's ability to perceive and manipulate a figure with or without a background. Research suggests that field dependence or independence does not significantly interact with expository or discovery teaching styles to heighten achievement. (Author/CMJ)

An experimental and control group pretest-posttest design was used to determine effects on subjects' focus during playback of a self-evaluation model for use by student teachers in conjunction with split-screen videotape feedback. Results indicated that both groups' focus reactions changed significantly from the pretest to the posttest. (Author/JD)

Fifth- and sixth-grade students were given reading passages of higher and lower interest and tested on their comprehension of these passages. Results revealed that higher interest materials significantly facilitated the reading comprehension of high ability students but had little effect on lower and middle ability students. (JD)

Student evaluations of their instructors are useful in assessing the quality of instruction. Under appropriate conditions, a positive correlation between the average evaluation and the average student performance indicates that the evaluations are valid. (Author/CJ)

Some teachers consider the purpose of oral reading to be accurate word identification rather than identification of meaning. These teachers do not view the oral reading portion of the lesson as an opportunity to guide children in application of meaning identification strategies. (Authors/CJ)