Two studies of children learning to read (one before the introduction of phonics instruction, the other while phonics instruction was being given) found that error-target similarity increased with reading attainment. This suggests that while reading aloud, considerable knowledge of spelling develops independently of explicit use of phonics. (CMG)

A model of subtraction development and the computing difficulties and research issues suggested by the model are outlined. Demands of simultaneous processes, difficulties with informal subtraction, and the impact on the counting-up procedure are discussed. (MNS)

Approaches proposed for educational diagnostic assessment are reviewed and identified as deficit assessment and error analysis. The development of diagnostic instruments may require a reexamination of existing psychometric models and development of alternative ones. The psychometric and content demands of diagnostic assessment all but require test…

Midterm grades of students are compared to the grade the student gave the professor on his teaching effectiveness. A better than chance correspondence shown in a one-way analysis of variance is discussed in relation to subordinate-supervisor ratings. (Author/KM)

Revised version of a paper presented at the Seminar on English Teaching in Iran, Tehran, April 1971. (DD)

Data from two studies at Gladstone High School in California support the assumption that daily writing and daily correction and grading based exclusively on mechanics do improve a student's ability to write more correctly by eliminating common errors. (Author)

Butch and Slim was written as a response to a need for a rather specialised group of items in the Reasoning sub-scale of the British Intelligence Scale. (Author)

Results showed that reversal shift was easier than extradimensional shift and that relative shift difficulty was unaffected by instructions, in contrast to findings with college-age subjects. (Authors)

The possible interaction between age-relevant facilitative instructions and the occurrence of phonetic and semantic generalization was investigated. (Author)