Investigates the ability of children at two grades and reading ability levels to write functionally appropriate expository texts. Finds that (1) virtually all the children understand the function and audience for exposition; and (2) reading level is significantly more related than grade level to sophisticated use of cohesion, organization, and a…

Describes a study that compared academic achievement indices of summer birth date seventh-ninth graders (n=45) who entered kindergarten at age five with indices of similar summer birth date children who entered at age six (n=45). All statistically significant differences favored older males and females, especially in reading for older males. (SM)

The effects of time spent on reading at school and at home on 195 intermediate grade students' reading achievement was assessed. A stepwise multiple regression analysis, in which prior standardized reading comprehension scores served as a covariate, revealed that time spent on reading contributed significantly to reading achievement. (TJH)

Discusses getting children to focus as much on the process by which they do their research as on the content of the research itself. Describes a project with fifth grade students in which children orchestrate their own reading, writing, and talking as they investigate their topic. (SR)

Describes a new model for evaluating instructional software that focuses on the extent to which students learn the skills a software package is intended to teach. Results of a field test of fifth grade students are reported, and implications of the initial evaluation of the model are discussed. (14 references) (LRW)

Studies students' reading achievement by implementing instructional techniques designed to intensify students' awareness of their responsibility for their performance. Finds that an internal locus of control is associated with reading achievement, attitude toward reading, positive self-concept, and personal responsibility for academic outcomes.…

Examined how children's books and textbooks affected fifth graders' knowledge acquisition and attitudes toward social studies and their textbooks. Students received instruction with either a children's book, a textbook, or both. Pretesting and posttesting indicated that students using children's books learned more, possibly because children's…

Examines students' motivations for participating in literacy tasks. Finds that grade five students responded positively when the context was perceived as autonomy supportive, and grade three students reported more intrinsic motivations when they perceived the context to be socially supportive than nonsocial contexts. (CR)

Highlights an activity that focuses on learning the geometric concepts needed for students to design blueprints for a city park by mastering fifth-grade geometry concepts and applying their knowledge in a real-world context. (ASK)

Uses an achievement-goal framework to examine changes in students' motivation for reading and writing (a longitudinal study involving 431 students in grades 3 through 5) and to evaluate a classroom-intervention project. Finds that, as teachers provided more opportunities for students to complete challenging, collaborative, and multiday…

Multimethod approach, consisting of teacher ratings, self-ratings, sociometric ratings, direct observations and semistructured interview, were used to assess social skills of fifth-grade students. European and Asian-American students differed significantly on sociometric ratings. Asian Americans enjoyed more outergroup social communications.…

Tested third-, fifth-grade, and college students for ability to apprehend moral messages in selected stories from "Book of Virtues." Asked participants to generate the message, select the message from a list, and select a vignette with the same message from three possibilities. Results Indicate a developmental difference in moral-theme…

Among 56 Mexican American fifth-graders participating in two-way bilingual education for 3 years or more, standardized test scores of both English-dominant and Spanish-dominant participants equalled or surpassed those of nonparticipant peers. Participants developed high levels of English literacy skills, but Spanish literacy was not as well…

Presents data on personal, family, peer, and school factors associated with preadolescent students manifesting anger-related problems at school. Results indicate that cumulative positive and negative experiences at home, in school, and with peers have a major impact on the frequency and intensity of anger experienced at school. Urges school…

Students in a self-contained gifted and talented fifth grade evaluated three major learning activities of the Full Option Science System (FOSS). Students rated the activities very positively and felt the activities had given them greater confidence to work in groups, to be creative, and to strive to accomplish hard tasks as well as developing…