Fifty-seven primary-level students completed the Detroit Tests of Learning Aptitude-Primary: Second Edition (DTLA-P:2) and the Woodcock-Johnson Psycho-Educational Battery, Part I and II. A strong relationship between the two provides evidence for the criterion-related and construct validity of the DTLA-P:2 test scores. (Author/JDD)

Follow-up of 115 young adults 8 years after high school aptitude and interest testing showed that aptitude-job correspondence predicted satisfactory performance. Interest-job correspondence and satisfactoriness predicted different measures of satisfaction, only when current interests were used. (SK)

The study found that primary grade children with reading impairments (n=24) or learning disabilities (n=8) demonstrated a marked deficit in ability to discriminate patterned pairs of tones on the Seashore Rhythm Test compared to controls (n=26). Results suggest use of the test to detect young children with potential reading problems. (Author/DB)

Discussion of limiting response time for students' answers focuses on a study of Israeli elementary students that investigated the effects on their performance of increasing the response time in computer-assisted instruction (CAI) for arithmetic drill and practice. Effects on high- versus low-aptitude students, and younger versus older, are…

Reports evidence from a longitudinal study showing that the relationship between children's sensitivity to rhyme and alliteration and their success in reading is highly specific and cannot be accounted for in terms of general language ability. (GLR)

Describes a study of undergraduate students that examined whether a structural overview of relations between sections of hypertext leads to a deeper understanding of the material. Results supported the hypothesis that a structural overview may hinder the understanding of less knowledgeable readers. (Author/LRW)

Describes a study conducted with mature students at the Open University (Great Britain) who entered with low educational qualifications. Using a social cognitive framework, a model of credible and tentative students was developed which focuses on the interplay between psychological, social, and institutional issues which affected their study.…

Asserts that the expected consequences of ability test results can constrain performance. Predicts that status processes, including status differences and differences in resulting rewards and costs, will produce differences in ability test scores between high-status and low-status individuals. Finds expected performance differences between test…

Explores possible reasons for the gender differences in mathematics problem-solving strategies found in primary-grade students in the study by E. Fennema and others and considers implications of the findings for mathematics instruction. (SLD)

Considers implications of the findings of the study by E. Fennema and others that boys in the primary grades use different mathematics problem-solving strategies than girls and suggests that equitable mathematics instruction may require specific attention to gender differences and underachieving groups. (SLD)

Presents remarks adapted from the presidential address of the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Argues that the mathematics classroom teacher must create an environment that supports students' interests and mathematical growth at many different levels, and suggests ways to accomplish this. Considers…

A computerized adaptive test of word knowledge was administered over the telephone by reading items and response alternatives to 144 recent military enlistees who had completed the Armed Services Vocational Aptitude Battery. Correlations, factor loadings, and administration time indicate that the procedure is a good measure of crystallized verbal…

Tells a number of stories about young people, including the author's own children, who find a second chance through two-year community colleges. Touts community colleges as one of the few places in this increasingly stratified society where persons of various ages and from a variety of racial, ethnic, and socioeconomic backgrounds come together.…

Uses structural equation modelling to examine the relationship between learning strategy use and second-language test performance (SLTP) in 1,382 high- and low-ability test takers. Results showed metacognitive strategy use and SLTP models produced similar factorial structures for each group; cognitive strategy use models differed. This suggests…

Models of self-regulated learning hypothesize that learners selectively match study tactics to varying tasks and diverse goals. In this study, students rated the frequency with which they applied 26 study tactics, used 20 textbook features and other resources, and adopted 30 goals for studying. Findings indicate students' reports of…