Categorizes results of various studies on the effects of educational placement on measured self-concept functioning of retarded pupils. Suggests that IQ, reading ability, and the ability to make social comparisons may be valuable predictors of self-concept functioning of retarded students in various educational settings. Recommends criteria for…

The focus of this review is on children's verbalized knowledge about various aspects of reading (gained primarily from interviews) rather than the regulation of that knowledge, which tends to be the other well-represented division in metacognitive research. (Author/CT)

Reviews Elizabeth Eisenstein's "The Printing Press as an Agent of Change," which documents how print influenced the Renaissance and the Reformation and set the stage for the Age of Science. (AEA)

When groups of children were given a test of visual performance designed to measure their dark interval threshold, differences were found between boys and girls and differences were found indicating that those children who had a moderate threshold showed superior reading ability. (MKM)

Raises objections to the methodology used and the conclusions drawn by L. S. Fleisher, J. R. Jenkins, and D. Pany in a study reported in a previous issue of this journal (see EJ 210 792). (MKM)

Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

Reports on a study stemming from schema theory that assessed the role that background knowledge plays in determining young children's ability to process relationships that are explicitly and fully specified in a text, in comparison to those that are only partially specified by the same text. (Author/HOD)

Primary school children performed a discrete-trial Stroop task in which they named the colors of stimuli that either matched or did not match items that were being concurrently held in memory. Results indicated a developmental trend toward the color being named faster when the stimulus matched the item held in memory. (Author/HOD)

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

The author reviews research on the relationship between auditory discrimination and reading success, and contends that when auditory discrimination is defined broadly, a relationship exists between auditory skills and word calling. (For related material, see EJ 223 667.) (PHR)

Research results show that there are no clear grounds for assuming that students today cannot read as well as they did 25 years ago. (DS)

These articles are presented as an aide in teaching basic subjects. This issue examines reading diagnosis, food preservation, prime numbers, electromagnets, acting out in language arts, self-directed spelling activities, and resources for environmental education. (Editor/RK)

Compares and discusses the findings of the nationwide reading surveys done by the National Assessment of Educational Progress in 1971 and 1975. (HOD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Change).