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Teacher-Student Congruence and First Grade Reading Achievement: Predictive Validation of an Interactional Educational Construct.
Peer reviewed Peer reviewed
Johnson, Genevieve Marie; Johnson, Julia Ann – B.C. Journal of Special Education, 1992
Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)
Descriptors: Comparative Analysis, High Risk Students, Interaction, Language Skills
Teaching Emotionally Disturbed Children to Discriminate Reality from Fantasy on Television.
Peer reviewed Peer reviewed
Sprafkin, Joyce; And Others – Journal of Special Education, 1988
Twenty-one emotionally disturbed elementary grade children completed a television viewing skills curriculum. Results of the intervention found that the subjects made significantly more accurate reality-fantasy discriminations concerning television program content than a control group; however, the curriculum was not effective in increasing…
Descriptors: Childrens Television, Critical Thinking, Elementary Education, Emotional Disturbances