Composite measures of reading performance and symbol-processing speed were analyzed in a total of 105 reading-disabled children (age 7-12) and 97 controls over an interval of 4-8 years. Rates of change in reading performance were highly similar for subjects and controls, but differences in symbol-processing speed increased as a function of age.…

Flexibility, diversity, and efficiency can make small colleges "the educational entrepreneurs" of the nation. By using interdisciplinary programs, independent studies, adjunct professors, and some creativity, they can develop exciting and valuable programs that anticipate the needs of society. (MLW)

Describes an aerobic exercise program that (1) improved the physical condition, self-image, and self-control of emotionally disabled, middle school students; (2) increased positive peer attention; and (3) decreased stigma for the emotional disabilities special education program. (SV)

At their best, counselors should show students that to make decisions about college choice is to take charge of their lives. When students have been able to come to grips with their values, strengths, deficiencies and priorities, they are in a position to develop criteria to use in decision making. (MLW)

To help reverse the underachievement pattern in gifted students, educators should seek out less-evident indicators of strengths and abilities, incorporate those abilities into the classroom curriculum, recognize evidence of a sustained will to learn, and be realistic and optimistic about signs of improvement. (PB)

Reviews models and theories related to student development and offers a series of strategies and tactics to help student development administrators put theory into practice and make changes for the decade ahead. (DMM)

Traces the development of college student services from the early "in loco parentis" model to the current student development model. Urges community colleges to recognize the specific consumer needs of the corporate institution, students, and the community, and suggests criteria for measuring the extent to which needs are met. (DMM)

Presents guidelines developed by the League for Innovation in the Community College for the future development of student services, including a comprehensive list of criteria for developing and evaluating successful programs. Advocates the use of staff development resources to build college-wide teams to design and implement programs that increase…

Examined the role of athletic participation in contributing to student affective development in college students (N=11,862). Found athletic involvement was positively associated with overall satisfaction with the college experience, motivation to earn a degree, and the development of interpersonal skills and leadership abilities. (Author/ABL)

Discusses the evaluation of WETLANDS, an environmental science distance education pilot project that linked science teachers and students in 26 secondary level schools. Results show that students understand the importance of environmental issues and appreciate the value of wetlands. Evaluation forms are appended. (JMV)

A model of development for children and youth with learning disabilities (LD) is presented, including three cognitive/academic development variables, seven affective variables, three social development variables, and four behavior development variables. The model presents a holistic view of LD students and considers various issues that can impede…

Investigated relationships between aspects of student athletes' psychosocial development and perceptions of university residence environment. Student athletes (n=53) enrolled in first-year orientation class completed Student Developmental Task and Lifestyle Inventory and University Residence Environment Scale. Findings revealed that student…

An epistemological questionnaire assessing students' beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge was administered to 288 high school students (of which 72 were gifted). Differences were found between gifted and nongifted students at the end of high school and between males and females. (Author/DB)

Explores the independent contribution of interpersonal relationships, parental attachment, and racial/ethnic identity to traditional-age undergraduate women's autonomy development, removing the effect of biographical correlates. Differences by race/ethnicity and by residence status in relationship to factors of autonomy are investigated.…

Data were analyzed from the postcollege phase of a 7-year longitudinal study of college students' (n=101) epistemological development. The data revealed that the gender-related patterns of relational and impersonal knowing that these students demonstrated during college were integrated into postcollege experience in work, education, and personal…