Describes the remedial reading instruction received by students in in-class or pull-out programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. Finds overall differences between what students experienced in each setting, although students received a great deal of skill-related…

Compared the psychological characteristics of withdrawn, aggressive, and average fifth-grade children. Both withdrawn and aggressive children were found to be less popular among peers than were the average group; the aggressive group was most actively disliked. Teachers rated aggressive children as most hostile and as having more learning problems…

Examined self-esteem related to earned grades, achievement test scores, and other factors among all regular fifth- and sixth-grade students in one intermediate school. Findings seemed to reaffirm importance of self-esteem to academic school success. School Form of the Self-Esteem Inventory scores were more predictive of grades than were composite…

Analyzes a sequence of grammar instruction in a fifth-grade classroom to investigate how familiar instructional objects called problems, answers, errors, and solutions are made visible to the cohort. Discusses an "essential instructional fiction" which is essential to the coherence of the lesson in hand and which may hold relevance for…

Links between reading and short memory span, slow naming time, and slow speech rate were investigated for 140 fifth and sixth grade students given a reading test and tests of the 3 variables. Reading was best predicted by naming time, followed by speech rate; prediction from memory span was weak. (SLD)

Fifth graders in suburban Philadelphia school districts spend a week at a vo-tech school exploring occupations through hands-on activities. Academic concepts are tied to vocational areas, demonstrating how classroom theory applies to the world of work. Vocational and academic teachers also learn from each other's methods. (SK)

Examined effectiveness of metacognitive instruction of study skills and test-taking strategies on at-risk fifth and sixth grade students (n=16) and compared traditional instruction with videotaped modeling and video-assisted instruction. Significant group differences seemed to support video-assisted study skills and test-taking instruction as…

Researchers examined whether there were differences in the way elementary history textbook and trade book passages were structured. Analyses of text structure in topic-similar passages from both types of books indicated trade books were more comprehensible than history textbooks by being better structured and more coherent. (SM)

Notes that three groups of fifth graders either read an original social studies text, read a revised version, or were asked questions while reading the original text. Finds no differences among the three groups in amount of information recalled and the number of questions answered correctly, but students who were asked questions tended to recall…

Examines students for the effects of grade level and recall task type on children's memory for explicit, implicit, and metaphorical information following reading. Finds that fifth graders fare better than second graders and the cued condition exceeds free recall. Finds that second graders engage in metaphorical reasoning when the task is…

Describes the integration of a multimedia technology component into a fifth-grade social studies and geography unit. Includes a learning activity using a geography videodisc. (JOW)

Investigates Piagetian measures of concrete operations in relation to specific school tasks. Shows that seriation ability of fifth graders was relevant to the organization of temporal and causal relationships but that development of theoretically relevant cognitive abilities is a necessary but not sufficient condition for high levels of…

Reconceptualizes the idea of curriculum integration to include "cultural imagination." Uses the example of a fifth-grade child's responses to literature to demonstrate the types of connections that can be made. (SR)

Describes using an open-ended personal-inquiry instructional model to teach fifth- and sixth-grade students how to author interactive multimedia stories using HyperCard. (SR)

Examined the cross-racial validity of friendship qualities and the value of reciprocity in friendship with 40 white and black fifth graders in a multiracial elementary school. Found that reliable alliance was considered significantly more important as a friendship quality by black than by white students, with 10 qualities, including reciprocity,…