This article investigates positional response bias, testwiseness, and guessing strategy as components of variance in test responses on multiple-choice tests. University students responded to two content exams, a testwiseness measure, and a guessing strategy measure. The proportion of variance in test scores accounted for by positional response…

To test the selective recall hypothesis, male and female British adolescents listened to a tape recording of "findings" about sex differences. Fifteen of the findings were pro-female and 15 were anti-male. Males, especially those with more negative attitudes towards women, recalled less pro- and more anti-female items. (KH)

This study examines a score-difference model for the detection of cheating based on the difference between two scores for an examinee: one based on the appropriate scoring key and another based on an alternative, inappropriate key. It argues that the score-difference method could falsely accuse students as cheaters. (Author/JAZ)

Examines young children's developing ability to talk about emotions, considers evidence concerning the ability to talk about emotions in the conduct of interpersonal interaction, and offers ideas about future directions for research, emphasizing the functionalist approach to the analysis of emotion-denoting terms. (HOD)

States that teachers need to understand the appeal of novels that teenagers prefer to read and analyzes a popular romantic novel, "Flowers in the Attic." (DF)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Relates experiences teaching Philip Larkin's poetry. (HOD)

Describes a number of ways students can write in response to literature, an approach that forces the students to shape and form their vague responses to the text. (HOD)

Identifies college readers' purposeful behaviors when writing from sources, determines whether these behaviors cluster at identifiable stages in the reading-writing process, and determines whether proficient and less able readers' processes are the same. (FL)

Notes shortcomings in research efforts intended to discover children's picture book preferences. Describes a research approach adapted from the field of anthropology, in which the researcher conducted observations and interviews as children respond to picture books in natural classroom settings. (EL)

Explores the change in attitudes toward young adult literature since it developed in the 1960s, and considers the future of the genre. (EL)

Reflects upon rekindled enthusiasm by teachers for children's literature and upon the lean years when teachers stressed reading skills and disdained the use of literature in class. (EL)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Discusses the theory that reading is more than the searching for meaning within a text. Argues that the meaning of a text actually is in the interaction between reader and text. (FL)