Because studies reveal a relationship between high student mobility and low academic achievement, school administrators are faced with the challenge of raising academic achievement in an era of increased student mobility. Wide variations in state requirements create additional difficulties for mobile students, who tend to be disadvantaged in other…

A study explored 97 less proficient fifth graders' use of imagery when given oral prompts to image or general memory directions (control) and when reading explicit or implicit texts. The effects of imagery on story comprehensions and affective responses were measured by immediate and delayed story recalls, cued recall questions, and an open-ended…

This program was developed and implemented in a third- and fourth-grade classroom setting (with the teacher's support) to develop reading skills in below-grade level students. This was also a Specific Learning Disabled Inclusion Model classroom. The objectives for the program were for 18 of 24 students to increase their oral reading skills by at…

Many schools across the United States have created a new grade between kindergarten and first grade, called transition classes, to deal with low-achieving kindergarten and first-grade students. Upon completion of the transition class, students return to a regular class, where they usually remain a year behind their age cohorts. This paper presents…

HOSTS, "Helping One Student To Succeed," is a nationally-validated Chapter I program adopted by 24 schools in the Portland School District. It was designed to help low performers learn to read by providing individualized instruction on a one-to-one basis through the use of trained volunteer tutors. The HOSTS curriculum is designed as a…

The development and use of tests to diagnose need for remedial mathematics instruction by the Havering Mathematics Teachers Association is described. (SD)

Concludes that low achievers benefit from counseling-oriented reading programs. (RB)

Tested two hypotheses: (1) academic underachievers will have less problem solving flexibility during failure than during success; and (2) academic overachievers will have more problem solving flexibility during failure than during success. Subjects were tenth grade boys. (Author/SDH)

This study explored how social comparative information and specific, proximal goals influence children's skillful performance and percepts of self-efficacy in the context of arithmetic competency development. A total of 40 fourth and fifth graders, identified as low-achieving in arithmetic, received instruction in division along with practice…

Problems of teaching low achievers are discussed, based on the author's own experiences. A knowledge of each individual child is deemed essential and questions to ask when considering a topic for inclusion in the curriculum are suggested. Motivation, discussion, repetition, and the teaching of concepts are discussed. (LS)

Study supported by United States Public Health Service grant MH-13509