Seven independent studies of young children's performances on language tests were reviewed. (Author/BD)

Two studies are described in which match-to-sample tasks were presented to a total of 50 children (seven to eight years old), both poor readers and good readers. (Author/BD)

The study, involving 12 poor and 12 good fourth grade readers, tested the effects of context on the identification of high-frequency words. (BD)

The results of three years of pupil performances and learning with 17 different reading curriculum materials (including phonetic, linguistic, and sight readers) involving 90 handicapped children (5-21 years old) were summarized. (Author/BD)

In this study, 40 Mexican boys (12 years old), both normal and disturbed, speaking whatever words came to mind, attempted to communicate the emotions of happiness, sadness, love, and anger. (Author)

Data for 204 handicapped students (145 males and 59 females) in 68 work-study programs were analyzed to determine the nature and extent of sex differences in student characteristics and competencies, experiences, and outcomes. (Author)

Experimental procedures for modification of cognitive impulsivity in handicapped children (including required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement) are reviewed and their respective teaching implications identified. (BD)

The Ball-Stick-Bird method of teaching reading, in which a line, circle, and angle are used to make all the letters, was tested with 48 boys (8-12-years-old) in a special education program for emotionally disturbed children. (Author/IM)