Study tested the validity of a high inference principal-administered rating scale, the North Carolina Teacher Performance Appraisal Instrument. Researchers examined the relationship of its ratings to student achievement, nonachievement student variables, and teacher variables. Results indicate principals can become valid raters of teacher…

This study found that 24 children (age 7-16) with mental retardation and 30 normal children were similar in remembering which of a series of tasks they performed or only imagined performing. Performance was more accurate at an immediate interview compared to an interview eight weeks later, and children remembered activities performed better than…

In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)

The effect of test expectancy on preferred strategy use and test performance on factual and higher-level questions in learning from expository text was studied, using 42 undergraduates who reported their study strategies and completed a multiple-choice test. Test expectancy affected neither preferred strategy use nor test performance. (SLD)

Discusses the use of teletraining to solve performance problems and discusses the role of the change agent in using teletraining successfully. Highlights include identifying performance problems; characteristics of teletraining; the teletraining adoption process (TAP); teletraining implementation process (TIP); and case studies at AT&T…

Fourteen young adults performed better than 14 adults ages 60-69 on speechreading and wrote more words in response to a speechreading task. No correlations were found between speechreading performance and eyeblinks in either group. There was a significant correlation between number of written words and percent-correct speechreading scores in the…

Explains the developmental pathways of the School Development Program: physical, psychoemotional, social-interactive, speech/language, cognitive-intellectual, and moral-ethical. Describes its principles, including identification, imitation, internalization, interpersonal relationships, language mediation, and recognition that all children can…

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction. Intervention effects on child development were unlikely to occur unless mothers modified their style of interacting. Only their level of responsiveness was associated with positive developmental outcomes.…

Four experiments examined 8- to 12-month olds on search and nonsearch A not B tasks, a one-location task, and control tasks. Results indicated memory for where object was hidden and expectations of where it should be found. The effect occurred at delays at which infants made the A not B error when searching, and at a longer 15-second delay.…

A study involving 58 children (17 to 36 months) with developmental disabilities in the prelinguistic period of development and their mothers found that the relationship between intentional communication and later language was, in part, due to covarying relationships with maternal responsivity. (Author/CR)

Standardization data based on responses of 616 Puerto Ricans to the Spanish version of the Wechsler Adult Intelligence Scale (D. Wechlser, 1981) reveal reliability data and base rates to assist in evaluating the clinical significance of differences between Performance Intelligence Quotient (PIQ) and Verbal Intelligence Quotient (VIQ).…

A survey of 75 parents of elementary students with physical disabilities investigated their perspectives regarding the factors essential for placement into integrated physical-education programs. Results found they believed that class size, program support, physical and communicative skills, health status, and motivation were prerequisites of an…

Introduces an evaluative framework for metasearch engine performance and illustrates its use in two experiments. Results are used to characterize some properties of leading search engines (as of 1998). Significant interactions were observed between search engine and two other factors: time of day and Web domain. (Author/AEF)

Three samples of 8- to 16-year olds were assessed three times at yearly intervals on eight water-level items. Within-child change over age was viewed as stochastic process of the child changing or remaining in one of three latent strategy states. Although there was improvement in task performance over age, the general finding was that strategy…

Four experiments examined influence of task demands on 5- to 9-year olds' and adults' reading strategy. Results showed that less-skilled readers predominantly used simple grapheme-phoneme-level correspondences in reading isolated unfamiliar items. Skilled readers more likely adopted an analogy strategy. The "clue word" technique yielded…