The effects of using immediate feedback versus feedback delayed by 24 hours on academic self-concept and performance in arithmetic were studied, using 236 fourth graders as subjects. Delayed feedback seemed to benefit students with low perceptions of their academic ability; other students were unaffected by the type of feedback. (Authors/PP)

This study attempted to determine whether certain demographic factors, Intelligence Quotient tests, or achievement tests best predict achievement of second through fourth grade students. Findings suggest that the group mental ability test did not add to the knowledge gained from a comprehensive achievement testing program. (Authors/PP)

Three procedures for teaching rules to primary students were investigated: (1) rule saying; (2) rule saying plus training in associated concepts; and (3) both of the above plus strategy training in rule applications. Students receiving all three procedures scored higher on transfer measures. (Authors/PP)

This study examined the reliability and stability of teacher behavior scores as measured by the Spaulding Teacher Activity Recording Schedule (STARS). Data were gathered on a student teacher at work in a campus laboratory setting and in a primary ungraded classroom. The student teacher demonstrated a stable teaching style in four of the five…

Pupils at an elementary school in Israel, their mothers, and their teachers were studied to determine how each group would attribute the causes of children's problem behavior. Pupils and teachers were apt to blame external factors. Parents tended to distribute responsibility for problems more evenly. (Author/PP)

The impact of a field trip on the attitudes, behavior, and learning of 196 third- and fifth-grade students was assessed. Third grade students seemed overwhelmed by the field trip and learned more from an outdoor science activity near their school. Fifth grade students were stimulated by the trip and bored by the outdoor lesson. (Authors/PP)

A point system was introduced at an elementary school in British Columbia whereby: (1) students lost points for their entire class when they misbehaved; and (2) point totals were openly posted daily and weekly. The method proved effective in improving the behavior of the whole school population. (Authors/PP)

Learning disabled fifth graders in Florida were given modified versions of the Florida State Student Assessment Test. Modifications such as additional examples, smaller subsections, unjustified formats, and grouping of items in order of difficulty facilitated the students' performance. Use of large-print tests made little difference. (Authors/PP)

Children in a home-based early childhood education program who received weekly visits did not learn more than children visited every two weeks. Both home instruction programs did improve children's achievement, however, and this study suggests that, if visits occur every two weeks, money can be saved at no cost to learning. (PP)

Four plays about the heritage and lifestyles of American Blacks, Chinese Americans, Jews, and Puerto Ricans were used to teach fourth, fifth, and sixth grade students in two New York City schools. A study showed that the plays and accompanying curriculum materials did increase children's knowledge about and acceptance of other groups. (Authors/PP)

Manuscript letter strokes made by second and third grade children on wide- and normal-spaced paper were studied. Second graders wrote better on wide-spaced paper, while third graders were unaffected by spacing. Results suggest that the transition to normal-spaced paper can be most advantageously made in second grade. (Authors/PP)

Two research areas, schema theory and linguistic theory, are described which have contributed to theories about language comprehension. Models of language comprehension conceptualized by Roger Schank, Carl Frederiksen, and Walter Kintsch are discussed in relation to the research and evaluated for practical use in reading instruction. (Author/PP)

The psychological benefits of a high school tutoring program were investigated. Results gathered from questionnaires answered by high school students tutoring junior high school students, both before and after the tutoring experience, indicated that tutors' empathy, altruism, and self-esteem increased as a result of program participation.…

Longitudinal data on student absence rates from kindergarten through eighth grade were collected and analyzed. Absence correlated significantly with teacher-assigned reading grades and standardized test scores. (Authors/CJ)

Twenty-four college seniors summarized a 167-word text. Five days later, they completed a sentence-recognition task and described components of successful text summarization. It appeared that students who summarized efficiently also stored information in memory efficiently. (Author/CJ)