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| Hanley, Chris | 1 |
| Hatcher, Catherine Wooledge | 1 |
| Hermiz, Carmen | 1 |
| Lagioia-Peddy, Jennifer | 1 |
| Levine-Albuck, Valerie | 1 |
| Weathermon, Sidney Earl | 1 |
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| Dissertations/Theses | 3 |
| Tests/Questionnaires | 1 |
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Weathermon, Sidney Earl – 1976
This study investigated whether recall of expository information by a learner will be affected by the mode or combination of modes through which the information is presented. Subjects, 359 fifth-grade students, were randomly stratified into four treatment groups on the basis of sex and reading ability. Treatment for each of the groups was as…
Descriptors: Cognitive Processes, Doctoral Dissertations, Elementary Education, Grade 5
Hatcher, Catherine Wooledge – 1976
This study investigates the effects of meaningful-learning postquestions on recall of relevant and incidental information by two groups of fifth graders, good and poor comprehenders. The two groups had 48 fifth graders each, selected from 228 students who took the New Developmental Reading Test and the Stanford Diagnostic Reading Test. Subjects…
Descriptors: Context Clues, Doctoral Dissertations, Grade 5, Intermediate Grades
Improving Student Interest and Achievement in Social Studies Using a Multiple Intelligence Approach.
Download full textHanley, Chris; Hermiz, Carmen; Lagioia-Peddy, Jennifer; Levine-Albuck, Valerie – 2002
This action research paper describes a program initiated by teacher researchers to improve academic achievement and interest in social studies. The targeted group consisted of fifth graders in a lower middle class community in the Midwest. Analysis of the problem-causes data show three main factors: curriculum, attitude, and effect. In regard to…
Descriptors: Academic Achievement, Action Research, Classroom Techniques, Grade 5
