Ways to make historical figures come to life through classroom simulations are described. They include: (1) teacher impersonations of time-machine visitors; (2) public-address-system voices from the past; (3) writing about historical personages from different perspectives; (4) mock trials; and (5) role playing by students. (PP)

Describes initial encounter of a fifth grade student with Logo, a computer program language designed to develop in the user a knowledge of programing, geometry, arithmetic, and problem solving. A brief description of Logo, programing examples, and two references are included. (EJS)

Concludes that the fact that fifth-grade students comprehended computer-displayed chunked passages better than passages displayed in the traditional format indicates that the display device, the CRT, really made no difference in student performance. (FL)

Describes a literature and film approach used with fifth and sixth grade students to develop their understanding of and appreciation for Native American culture. (FL)

Indicates that fifth grade students receiving systematic instruction in study skills performed significantly higher on factual short answer tests. (AEA)

Stresses the need for increased understanding of the student's role in the classroom, suggesting that student traits must be considered in planning affective and academic education. (Author/CM)

Summarizes activities and materials for a two-week nutrition education program designed to foster food choice skills. Results of classroom field testing are also reported. (SK)

Examines the impact of the aptitude treatment interaction (ATI) between cognitive style and study method on mathematical achievement of disadvantaged students. The findings are thought to suggest that individualized study methods should be investigated further as viable aids for disadvantaged elementary students. (MP)

In the late thirties Pinter and Lev discovered that fifth and sixth graders in New York City worried most about family and school items, with the greatest single worry being "failing a test." The present study was designed to replicate their work and to determine whether changing social, economic, and political conditions have affected…

Investigates the theory that readers might mediate the recognition of an unfamiliar word by comparing and contrasting that word to known words by studying a population of fourth- and fifth-grade readers who could correctly pronounce common one- and two-syllabe words but not common polysyllabic words. (HOD)

The relationship of teachers' cognitive styles and their pupils' achievement was examined for second and fifth graders. Results indicated significant effects due to teachers' cognitive styles, but there was no significant outcome (main or interaction effect) associated with the matching of teachers' and pupils' cognitive styles, or with grade…

The effectiveness of a procedure for identifying certain cognitive processes used during problem solving is explored. The procedure was used to: categorize types of conceptual thinking problem solvers employ; study the use of trial-and-error behavior; and investigate abilities to coordinate multiple bits of information. (Author/GK)

In this informal survey, questionnaires about reading and television were distributed to 212 fifth and sixth graders in eight states. This article summarizes responses on favorite authors, favorite titles read in the last year, favorite kinds of books, and preferences for reading or television. (SJL)

Describes a model using a group of fifth-grade students to better understand the assessment standards. Discusses the activity, the lesson on tessellation, and instructional decisions from the perspective of the assessment standards. (ASK)

Describes a study of fifth graders that investigated whether students who compose on the computer write expository texts of longer length, and of better quality, than students composing by hand. Results indicate that the computer alone is not the key to facilitating highly proficient writing. (LRW)