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Peer reviewedBraun, Carl; And Others – Journal of Educational Research, 1987
Eight fifth-grade children were tested in three contexts to determine the effects of adult support and regulation on their ability to read words in isolation and to read connected discourse. Findings are discussed in terms of Vygotsky's zone of proximal development. (Author/MT)
Descriptors: Context Clues, Educational Environment, Examiners, Grade 5
Peer reviewedFuchs, Douglas; And Others – Journal of Educational Research, 1985
A study investigated whether examiners' personal familiarity and professional experience with examinees affects handicapped children's test performance. Professionally experienced and inexperienced examiners were used in test conditions that varied by degree of personal familiarity of examiners and children. Results are discussed. (Author/DF)
Descriptors: Disabilities, Examiners, Experimenter Characteristics, Interpersonal Relationship
Peer reviewedPeterson, Joe – Journal of Educational Research, 1972
On the basis of this study, a tentative hypothesis may be formed: Teacher sex per se is not a major variable in the higher incidence of reading disability among boys. (Author)
Descriptors: Examiners, Grade 1, Grade 5, Males
Direct linkApthorp, Helen S. – Journal of Educational Research, 2006
The author examined the effectiveness of a vocabulary intervention that employed structured, supplemental story read-alouds and related oral-language activities. Within each of 7 Title I schools across 2 sites, 15 third-grade teachers were randomly assigned to either use the intervention (treatment condition) or continue their usual practice…
Descriptors: Student Characteristics, Intervention, Examiners, Reading Achievement
