The effects of teacher behaviors comprising lesson organization on student achievement were investigated in undergraduate students. Two instructional conditions were proper versus manipulated sequence and explicit organization behaviors present versus absent. Explicit organization had a significant effect on achievement. No significant…

Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with possible racial and socioeconomic bias of IQ tests. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. (Author/LHW)

The relative predictive validity of girls' and boys' success in algebra is examined. Eighth-grade students completed the Orleans-Hanna Algebra Prognosis Test. These prognosis test scores were correlated with grades that students subsequently earned in first-year algebra. Algebra grades of girls proved to be the more predictable. (Author/DWH)

Presents results of an investigation into the cognitive engagement processes used by more and less successful learners in a computer problem solving game. Results show records of more and less successful students to be distinguished by spontaneous use of self-regulated learning processes. More successful students shifted to cognitive engagement…

This article reports on a study that examined field dependent/independent cognitive style of a group of elementary parochial school students. Results indicated that congruity between teacher and student cognitive style affects academic achievement. (DF)

Persons with moderate and severe handicaps have had limited access to competitive employment. This article provides current information on the capabilities of retarded persons to perform competitively and on opportunities for them to acquire jobs. A true-or-false quiz is provided with answers so that readers can test their knowledge. (Author)

Concludes that the textbook series examined contained questions that required some higher order thinking, but no opportunities for expansion, no integrated sets of questions focusing on particular concepts or skills, and no sets of open questions focusing on particular concepts or skills. Reveals that textbooks for poor readers included more…

Evaluation of early childhood special education programs are constrained by the nature of the population served, the impossibility of random assignment, the absence of control groups, and the absence of normed standardized measures. This paper critically examines the components of evaluations which have overcome these difficulties and highlights…

This study examined the effects of phonemic analysis and synthesis on a reading analog task. Kindergarteners (n=31) who could not segment syllables into phonemes were assigned to a control group, segmenting training, or segmenting and blending training. Results suggest phonemic awareness skills are causally related to learning to read. (Author/BS)

Argues research investigating distance education drop-out problems hasn't been based on comprehensive theoretical models; suggests Spady, Tinto, and Boshier's theoretical models are relevant to such research, since they reflect importance of exploring aptitude-treatment interactions in investigating drop-out problems; and proposes that the…

Recent research concerning prediction of academic performance of Chinese students at the English-language, Western-oriented University of Hong Kong is reviewed, and five-year longitudinal data are discussed. It is concluded that English language and mathematics ability are good predictors, and cultural background should be considered in…

Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Concludes that not only does context facilitate the ascertainment of word meaning, but that it does so for poor readers and good ones alike. (FL)

Investigates whether ESL students find some types of words easier to guess than others and whether better ESL students use context more effectively than do weaker students in guessing unknown words. (FL)

The Davis Reading Test was used to appraise the comprehension level and speed of over 95 percent of the freshman medical students entering the University of Maryland in 1962, 1963, and 1964. Results suggest that the DRT scores are not precise indicators of academic performance, but may be useful in screening for students deficient in study skills.…