Black undergraduate students (N=262) randomly assigned to three groups read premarked reading materials having both correct and extraneous markings. Results indicated that markings significantly affected reading comprehension. Recommendations for educators concerning correct and extraneous markings are made. (Author)

This report examines the Ohio schools from the perspective of students who have attended them. Whether they graduated or not, all young adults interviewed had attended their last year of school in Ohio at the time of the interviews. These 19 and 25 year olds were questioned regarding their high school experiences and the relationship of those…

This paper examines the relationships between both low- and high-inference teaching process variables and success in specific teaching tasks performed in a laboratory setting. Two minor objectives are also included: teacher characteristics are related to success in the teaching tasks, and the relationships between low- and high-inference teaching…