Examines the degree to which experiencing confusion during the acquisition of new academic material differentially affects classroom performance of helpless and mastery-oriented fifth-graders. Provides an initial test of a theoretical approach to understanding differences between male and female performances in different subject areas. (AS)

Tested the hypothesis that individual differences in reading ability increase over time, by assessing children, at seven occasions between kindergarten and third grade, on various measures of reading ability, reading behavior, and attitudes toward reading. Found that individual differences among children in word recognition, but not reading…

Studied reading comprehension, vocabulary, general knowledge, and print exposure of 11th graders who completed reading battery 10 years earlier. Found that first-grade reading ability predicted all 11th-grade outcomes--even when cognitive ability was partialed out--and was linked to print exposure, even after 11th-grade reading comprehension…