Social studies peer work groups (PWGs) in fifth grade classrooms were more frequent than math PWGs and involved a broader variety of student behaviors and cognitive levels. The majority of social studies groups were cooperative in both task and reward structures. For both subjects, student involvement was highest in cooperatively task-structured…

Studies the gender-neutral use of "he" and "his" in first, third, and fifth graders and college students according to a modified version of a task developed by Moulton et al. (1978). Also uses a task involving a fictitious, gender-neutral occupation (a wudgemaker) to test third and fifth graders for possible effects of gender-related pronoun use…

For each of six randomly selected elementary students, their teachers were asked to predict whether the student had responded correctly or incorrectly to selected items on a standardized achievement test that recently had been administered in the district. Results were consistent with other research. (Author/LMO)

Determined whether test-wiseness training would influence the achievement of students in math and reading. Significant effects were noted in math for fifth-grade students. Race effects favored White students. (Author/ABB)

To examine the effects of using a microcomputer in mathematics instruction, a nine-month study with 87 fifth-grade students was conducted. The group having drill-and-practice on the microcomputer improved significantly more than a group using an individualized kit, and also gained significantly in computer literacy. (MNS)

Investigated were the effects of computer-assisted instruction and computer programing instruction on the feelings and knowledge students have about computers. For the 72 high-ability fifth-grade students participating, both treatments improved computer literacy in the affective domain, but only CAI improved it in the cognitive domain. (MNS)

Presents conversations of a group of fifth graders collaborating on a social studies task to illustrate how childen use language to learn. Focuses on one student whose oral language was rapid and chaotic but who demonstrated extremely sophisticated and complex structuring of knowledge to understand a particular social studies concept. (HTH)

Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

Describes a study that focused on measures of reading comprehension using responses from subjects during the reading process--specifically, oral reading errors. Concludes that the scores obtained adequately predicted reading comprehension performance. (FL)

Describes a two-part social studies unit on Native American living. Includes rationale for the fifth-grade unit, unit goals, instructional strategies, and student activities (including the practice of skills Native Americans used). (JN)

Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)

A study examined student engaged and nonengaged behavior in mathematics class during various types of instructional activities and at different age levels. Third- and fifth-grade students spent more time on seatwork, while seventh-grade students had more teacher-led activities. As grade level increased, student engagement decreased. (Author/PP)

Reports the results of a screening test used to identify fifth and sixth grade students who employ a text processing strategy based on an inaccurately constructed hypothesis about the material being read. (FL)

This document is a sample framework for elementary school reports. The framework is for an elementary school district that administered the Elementary School California Healthy Kids Survey (CHKS) in Fall 2004 to fifth-grade students. The CHKS is a comprehensive youth health-risk and resilience data collection service, sponsored by the California…