This article describes a proposed model of self-directed critical thinking that comprises two interrelated and equal components: one cognitive and the other motivational. The model stresses the importance in critical thinking of the child's present store of general information. Examples illustrate the operation of the model. (IAH)

Investigates the effect of informing remedial readers that strategy use (such as looking for the main idea) improves performance on their self-efficacy and comprehension skills. Finds increased self-efficacy and comprehension skills, and suggests that remedial readers need multiple sources of strategy value information. (RS)

Three experiments investigated children's typical errors in judging the truth of universally quantified conditional sentences containing "P and not-Q." The error survived on sentences referring to particular things. For second- and fifth-graders, the error survived for nonuniversally quantified conditionals, and for second-graders, the…

Results of research in a fifth grade classroom on the characteristics of leaders emerging in four different small group situations found that student leaders (for both verbal and nonverbal activities) tended to be the most verbal students with the most ideas. (DB)

Relates how a class of fifth graders increased their self-confidence and participation in learning activities by tutoring first grade students. (MM)

Investigates whether teacher modeling improves fifth-grade students' attitudes toward poetry. Finds that students exposed to modeling had a greater enthusiasm/appreciation of poetry. Acknowledges that appreciation of literature, including poetry, must be developed over a long period of time through a variety of means. (RS)

Recounts an extended classroom conversation between a fifth grade teacher and her students concerning multiculturalism. Reflects on issues raised in the conversation. Presents samples of students' writing in response to the conversation. Presents excerpts from parents' journals. (RS)

Describes a qualitative and quantitative examination of the attitudes of grade-five children toward aging and elderly people before and after a three-month program of drama education on the theme of young people and elderly people. Finds that children's limited attitudes toward the elderly and toward aging became more positive. (SR)

Examined impact of religion and gender on fifth graders' (n=142) attitudes toward life and death. Although all children displayed high attraction and low repulsion to life and low attraction and high repulsion to death, religious children displayed higher attraction to death. Found main effect of gender and gender x religiosity interaction.…

Shares detailed episodes of children's work in repeatedly partitioning geometric shapes to highlight the process of recursion, which can lead to a deeper understanding of imagination and beauty in children's mathematics. (MKR)

Describes a shared writing program which emphasizes the connection between reading and writing in a natural setting, in which first graders and fifth graders get together to write books. (SR)

Shares how one teacher used literature to extend her fifth graders' multicultural knowledge of African-American culture. Discusses how fiction and nonfiction books were coupled with a literature-based basal program and integrated into existing classroom themes to provide a natural impetus for meaningful individual and group dialogue about other…

Responds to William Bigelow's 1989 article which was being used in a fifth grade classroom. Questions the approach taken by the teacher and focuses on how children can be most productively involved in the kind of critical reading Bigelow advocates. Discusses the use of "I-Charts" (inquiry charts) to foster critical reading. (MG)

Explores aesthetic responses to literature by examining the responses of fifth graders to a variety of books and films. Finds three main characteristics of students' responses: picturing a story in their minds; extending a story or hypothesize about it while reading; and relating associations and feelings evoked while reading and responding.…

Tests the effectiveness of an instructional graphic (frames) on fourth and fifth grade students' ability to learn from reading their social studies textbooks. Finds that, for fifth grade students, framing was a more effective instructional technique than was the instruction suggested in the teacher's edition of the regular classroom social studies…