Reviews three studies by learning theorists that suggest that learning to write generally follows a developmental pattern. Presents four assumptions common to these studies and discusses suggestions to improve developmental writing classes. (DR)

This report examines the relationship between affective variables and academic success among high-risk college freshmen. It summarizes research conducted on the impact of student goals, learning styles, mathematics and test anxiety, other sources of stress, and level of development on achievement among Developmental Studies students. Results are…