Ten experiments examined the effect on the performance of 265 nursery schoolers through first graders using collection versus class terms to describe sets of familiar objects. No facilitative effect of collection terms occurred on number tasks; in a class-inclusion task, performance was better with collection than class terms. (SLD)

Numerical classification techniques were used to explore the conjecture that inconsistent results of many studies of disabled readers could result from samples being composed of subgroups of children with different characteristics. Some five subgroups were identified using ITPA scores from a subsample of 37 poor readers. (Author)