Findings do not reveal clinically significant differences between intellectually delayed and primary reading disabled children. Further exploration into cognitive and learning processes that relate more specifically to the child's difficulties is recommended. (Author)

A conceptual category approach to the study of the comprehension of natural language is presented as an alternative to previous approaches made solely in terms of information gain or specific linguistic variables. Elementary school children between the ages of 6 and 11 years were given a referent identification task to test their comprehension of…

Four basic models that are used to account for the discrepancies in educational and intellectual attainment between minority groups and the dominant culture are outlined. These are the Deficit Model, the School-as-Failure Model, the Cultural Difference Model, and the Social Structure Model. Four studies relating to the impact of preschool…

This report briefly summarizes the educational progress of a sample of children who took part in one of the earliest Head Start programs (1966). The report addresses the following questions: (1) Was participation in Head Start a factor in preventing retention in grade and/or special class placement? (2) Were there differences between Head Start…

Examines whether differences in the functional strategies of texts written by English-speaking children of concrete and low formal operations levels of intelligence also exist in texts written by Polish-speaking children. Studies fifth and eighth grade elementary school children. Concludes that formal operational subjects were better able to…