The skills and concepts described in this kindergarten through grade eight reading program guide emphasize the following: (1) teachers' expectations for and attitudes toward students affect student performance, (2) students' self-concepts and expectations are related to their achievement, (3) children learn in different ways and at different…

An extended abstract is provided for a major article titled "The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning" is described. The article summarizes research on the educational effects of data-based program modification (DBPM). Thirty-nine special…

A study assessed the performance of language-minority and language-majority children in a two-way Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children teaching their native languages to the other. Second- and third-grade classes are…

Two approaches to the study of long-term effects of different prekindergarten (pre-K) programs in the Austin (Texas) Independent School District (AISD) were studied. In one study, limited English proficient (LEP) students attending AISD kindergartens in 1981-82, 1982-83, and 1983-84 were followed to see if those who attended pre-K showed an…

A practicum designed to help 10 first-graders successfully complete their homework, and to involve their parents as teachers at home, was implemented by a school social worker who was a member of a multidisciplinary child study team that assisted students with academic, social, and behavioral problems. Many children referred to the child study…

Selected long-range effects of a preschool program were studied. Students who participated in an Education Consolidation and Improvement Act Chapter 1 preschool program in 1973-74 (n=28) were compared with an equal number not in the preschool program, and both groups were followed for the 13 years through grade 12. The preschool group achieved at…

Teachers from the Austin Independent School District were identified as providing exemplary instruction to elementary Hispanic limited English proficient (LEP) students based on a comparison of predicted versus actual achievement scores in reading, language, and math. Predicted performance was based on equations generated by stepwise linear…

A study investigated whether reading comprehension would improve if children were made aware of story grammar and were asked schema-related questions. Subjects were 33 fifth grade students, half scoring on or above grade level and half scoring below grade level on the reading section of the Metropolitan Achievement Tests. During 11 sessions, 45…

The 1983-84 State Compensatory Education (SCE) Program in the Austin Independent School District included several components at the elementary and secondary levels. In 18 elementary schools, 16 full-time and one half-time SCE teachers provided assistance to students at or below the 30th percentile in either language arts/reading or math.…

Project IMPACT, a magnet program in its third and final year of funding, provided instruction in ESL and Italian language skills, as well as bilingual instruction in mathematics, social studies and typing to approximately 200 students of limited English proficiency in a Brooklyn, New York, high school. Nearly all program students were born in…

A series of six models were devised and tested to address the structure of elementary school achievement in language, work study, reading, and mathematics skills. The models were based on two assumptions: first, that information processing strategies of children would govern their basic skills performances; and, second, that the basic skills would…

A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

Race and socioeconomic class differences in children's reading performance are influenced by social and motivational factors. For example, children from poverty backgrounds are more likely to attribute success to conditions outside personal control, and thus do not experience as much pride in achievement as middle class students who have learned…

A year long study involving 38 students in grades 1 to 6 was conducted to assess the degree of implementation of a frequent, curriculum-based measurement and evaluation system in classrooms in which the teachers had received training in the system, and to examine the effectiveness of the measurement and evaluation system in terms of enhancing the…

This paper reports on the relationship between English language fluency and reading achievement in California sixth grade students. The interaction between fluency and social class was examined. This interaction was found to be similar for students who spoke English only and for Spanish speakers who were fluent in English. It was diminished for…