The study examined the gender difference in an online asynchronous discussion which was an integral part of a face-to-face undergraduate course. It was carried out with 30 fourth grade math pre-service teachers in the faculty of education at a university. The content analysis of the online discussion was performed according to Henri's model…

Released by the New York City Board of Education, this document reports on the success of the Learning to Read Through the Arts program for grades two through six during the 1985-86 school year. The first section introduces the Chapter 1 program, which was offered for 32 weeks at 6 different New York City sites, and explains how students are…

A study involving 233 seventh-grade students (123 females and 110 males) attending a metropolitan southeastern Idaho junior high school was conducted to determine predictors of seventh-grade mathematics achievement. The seventh-grade mathematics program consisted of 11 classes of four ability groups. The classes included a pre-Algebra class, four…

A study compared the average reading ability levels of freshmen enrolled at an open-door community college with the readability levels of eight content area textbooks used in courses at the institution. Subjects, 100 students enrolled in reading courses, were randomly selected and administered the Nelson-Denny Reading Test to determine reading…

A study presents descriptive and correlational results from questionnaires and tests administered to approximately 650 children in two cohorts, who, with their parents, are participating in a longitudinal study of reading comprehension development. Results from kindergarten and first-grade students showed low but positive correlations for parents'…

A teaching team leader and second grade teacher designed and implemented a 10-week practicum intervention meant to improve the inferential comprehension of 105 second graders whose reading scores on the Ginn Mastery Tests revealed a gap between inferential and literal comprehension. It was reasoned that the gap would decrease if teachers were…

Deaf children come from all races, classes, and backgrounds, but as a group they have a hard time learning to read and write. The more hearing a child has, the better the child performs on tests of reading ability. Parents who can communicate well with their deaf children help them to perform well at school, but beyond "good"…

The Rasch model for test analysis is a latent-trait model, which specifies the relationship between observable test performance and the unobservable traits or abilities assumed under test performance. In most cases, the test constructor has no clue as to whether the latent traits postulated by the model are indeed the abilities he wants to…

This study investigated the effects of heuristically based assignments and tests on adolescents' written responses to literature. In order to examine both tests and instruction, two separate but related experiments were conducted. Experiment 1 investigated whether the inclusion of guided prewriting on essay tests for two poems and two short…

The main purpose of this study was to evaluate the cognitive processes of Montagnais Indians under conditions that would reduce bias and allow for a contextual interpretation of the results. Fifty-eight Montagnais children were compared to French-Canadians of the same age and grade groups whose data had been collected through previous…

The keylist format (rather than the conventional multiple-choice format) for item presentation provides a machine-scorable surrogate for a truly free-response test. In this format, the examinee is required to think of an answer, look it up in a long ordered list, and enter its number on an answer sheet. The introduction of keylist items into…

In response to informal reports that the time limitations on the new 1978 test forms of the General Educational Development (GED) Tests resulted in some examinees having to work substantially faster than at a comfortable rate, this study was designed (1) to estimate the time required for examinees to complete the tests at their preferred rate; (2)…

This study examined differences in predicting achievement by sex on the Iowa Tests of Basic Skills (ITBS) from the verbal, quantitative, and nonverbal scores on the Cognitive Abilities Test (CogAT). The sample (n=10,000) consisted of all students in Grades 2, 5, and 8 who completed both tests in fall 1984. Examinations of means and standard…

This study investigates the extent to which the higher order factors of symbolic and semantic content are differentiated. The main concern is an expository description of the use of confirmatory factor analysis in establishing factorial validity. Reanalyzed data originally collected in 1968 involved a sample of 197 tenth, eleventh and twelfth…

This paper examined test scores and information about test takers collected from the Graduate Record Examination (GRE) national test administration files, GRE validity study data provided by institutional users, and survey questionnaires sent to test repeaters. Data were collected from 200,000 men and women who took the GRE General Test in June…