Concludes that many third- and fifth-grade students in Oklahoma have not read many of the Newbery Award-winning books. (FL)

Reports that regular participation by groups of fifth- and sixth- grade students in a program of uninterrupted sustained silent reading was accompanied by improved performance on a measure of reading achievement over groups who did not participate in the program. Whether the program affected reading attitudes is not clear. (FL)

Concludes that for fourth and fifth grade students in compensatory reading programs, using test forms from a lower grade level and converting the scores might give a more reliable estimate of achievement. (FL)

Indicates that including philosophical skills in the reading program of fifth-grade students led to improved reading comprehension achievement for both above and below average readers. (FL)

The English language writing skills of grade five students in a French immersion program were compared with those of students in the regular program and found to be no different either in overall quality or specific aspects. (Author/MSE)

Reaffirms previous findings that young viewers' representations of televised dramatic narratives are incomplete and disorganized, compared to older viewers' comprehension of these programs. Also demonstrates that the information younger children retain from programs was likely to reflect stereotyped actions and events, cued by isolated, familiar…

Whether the race of elementary school teachers in black schools was associated with teachers' expectations for student achievement and perceptions of effort was investigated. Evidence suggested that teacher race was associated only with expectations for college success. (Author/GK)

An experiment in science instruction designed to help third- and fifth-grade students overcome reading deficiencies is detailed. The results of the study indicate that the activities may be a valuable supplement to the more common activities for teaching communication skills. (MP)

Presents the responses of three fifth-grade students to two current children's novels to show how popular literature and personal response can provide teachers with insights about the literary understanding of their students. (HTH)

The purpose of this study was to examine children's cognitive-attributional and affective response patterns within competitive and individualistic goal structures. Findings showed that effort attributions covaried with outcome in the individualistic structure, whereas luck and outcome covaried in the competitive structure. (Author/GK)

Describes an elementary school social studies unit which can help students in grades five and six understand different cultures by means of analyzing selected readings, participating in simulation games, viewing artifacts and pictures of different cultures; and interpreting data cards. The exercises are intended as a general introduction to…

A study examined the effect of varying degrees of feedback on students' perceptions of classroom climate and the resulting reactions toward school. Students involved in feedback intervention showed positive gains in their attitudes toward the school environment. The Group Climate Survey given to the students is appended. (JN)

Results of a Canadian study show that students with mild to medium reading disabilities benefited from tutorial remediation and continued to make normal progress the next nine months. (Author/RL)

In a study using 944 fourth and fifth graders, locus of control and depression were positively related. Three measures of achievement were negatively related to both external locus of control and depression. The negative relationship also held for intelligence quotient, although it was not as strong. (Author/GDC)

The frequency with which games must be used in order to help students maintain multiplication skills is the subject of this study. (MP)