Two experiments explored the relationship between conceptual and procedural knowledge. Results revealed that fourth and sixth graders made computational errors even though they possessed conceptual knowledge. Fifth graders mastered conceptual knowledge before procedural knowledge. Results support the dynamic interaction theory. (BC)

Second and fifth graders participated in a study of the use of intraprogram synopses to improve comprehension of a television program. Central content recognition of second graders who saw synopses did not differ significantly from that of fifth graders. This indicates that intraprogram synopses offer promise as a method for improving young…

Observes a fifth grade classroom where students were heterogeneously grouped for reading to see how the teacher organized and managed this type of grouping. Examines the effect on students' reading. Includes a description of the teacher's plan and outlines factors contributing to the success of the plan based on observation and student reports.…

Examined the validity of field tests of elementary students' upper body muscular strength and endurance. Field tests were found to be moderately valid measures of weight-relative muscular strength but not of absolute strength and muscular endurance. (SM)

Describes an elementary school project in which children learned about the terms, issues, and concepts involved in U.S. economic system and the stock market. Emphasizes the importance of reinforcing delayed gratification to break the cycle of poverty for inner-city families. Discusses project goals, special activities, support, and instructional…

Compares the effects of two prereading instructional treatments on students' comprehension of narrative and expository texts. Indicates that the teacher-directed condition is more effective than the interactive condition at promoting comprehension, and that both treatment conditions are superior to no prereading instruction at all. (MG)

Sixty fifth graders were interviewed to determine their attitudes and conceptions about learning mathematics and social studies. Students characterized positive and negative experiences about mathematics in terms of their ability to do the work, whereas social studies experiences were more likely to be evaluated as boring or interesting. (SLD)

Performance of U.S. first and fifth graders was consistently inferior to that of Chinese children on both problems requiring computation and problems requiring application of knowledge about mathematics. The poor performance of U.S. students appeared to be attributable to low motivation of students, low standards of parents, and low interest of…

Investigated adolescent suicidal ideation, focusing on measures of family conflict and adolescent self-derogation as predictors. Data from 473 adolescents support hypothesis that effects of family conflict are mediated by self-derogation, for both male and female adolescents. Independent effects of diverse forms of family conflict (marital,…

Discusses how a fifth-grade teacher gained a new perspective on the reading habits of a reluctant male reader identified as having a specific learning disability in language. Notes that the student became enchanted with nonfiction, forcing the teacher to reevaluate her value system that placed reading, writing, and speaking above all other forms…

Investigated whether Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or Bender-Gestalt Test (BG) would more accurately predict achievement at first-, third-, and fifth-grade levels. Administered both tests to 84 children in counterbalanced order. Results indicated that MPD-R was better predictor of achievement than BG, especially at first- and…

This activity allows fourth- and fifth-grade students to integrate math, language arts, problem solving, decision-making skills, and art design in the creation of their own business. Includes teacher preparation and a step-by-step guide to the activity. (JOW)

Describes the author's year-long analysis of one student's work to demonstrate her larger and ongoing research process in her classroom, as she investigated whether and how students were taking up the key inquiry-based processes that serve as a foundation for learning across disciplines in her classroom. (SR)

Evaluates five less-skilled readers in grades five and six. Uses a word-meaning acquisition task before and after instructional intervention to assess the effectiveness of students' process of deriving word meaning from context. Concludes that all five students improved on every component of the task. (SC)

Describes a fifth-grade class project to investigate two major forms of ocean pollution: plastics and oil. Students work in groups and read, discuss, speculate, offer opinions, and participate in activities such as keeping a plastics journal, testing the biodegradability of plastics, and simulating oil spills. Activities culminate in…