Presents a critical assessment of reading research quality through the discussion of background factors which have had major impact, and lists problems currently emphasized or neglected in research. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Three experimental tasks were devised to assess the nature of memory processing limitations in fourth-graders' oral reading comprehension. (Author/MP)

Interviews were conducted and tests were administered to determine if students found chemistry or physics easier. Reasons for their choices (including the fact that physics was perceived as relating to the life/world domain) and type knowledge used by the students are discussed. (JN)

With college graduate students in actual classroom settings, the effects of taking a recall test, a recognition test, or no test on retention four weeks later were studied. Results indicated that simply taking an exam had no significant effect on retention. (Author/GK)

The differences between teaching and nonteaching hospitals in complexity and variety of cases seen are described. The results show that teaching hospitals could be expected to cost somewhat more per patient even if case mix were the only factor. (Author/MLW)

The Rasch model was used to equate reading comprehension tests of widely different difficulty for three groups of fifth grade students of widely different ability. Under these extreme circumstances, the Rasch model equating was unsatisfactory. (Author/CTM)

Studied students feelings about "getting a 'C' grade" in each of two specifically identified courses. Factor analysis of the ratings confirmed a multidimensional meaning structure for grades. One of these factors, "effort required," was found to be affected by the variation in context variables. (Author)

Four groups of children (N=80; C.A. 6.6. to 12.5; M.A. 7.9 to 14.7) were tested for ability to reproduce five-element two- and three-dimensional patterns. Significant interaction and main effects were found. Three-dimensional pattern performance increased with age; all ages performed well on two-dimensional patterns. (Author/DB)

Reports results of two experiments to test recognition decisions of increasing difficulty among preschool children. Increasing levels of difficulty were perceptual identity, common object-class, and either taxonomic category or complementary pair formation. (Author/DB)

A study of the context effects on item parameters for one- and three-parameter latent trait models showed that: (1) changes in context affected their item difficulties; and (2) context effects were more important in making predictions for single items than for groups of items. (Author/RL)

Detailed analysis of student attendance at British tutorial sessions indicate that mathematics tutorials are relatively well attended and attendance correlates well with course results. Regular attenders achieve higher marks than nonattenders. It is concluded that minimizing distances to be traveled to tutorials is important in program planning.…

Subjects learned one, two, or three verbal lists simultaneously. Recall of the common list after 24 hours increased directly as the number of lists learned simultaneously increased. Assuming that simultaneous learning reduced interference, the interference was from extraexperimental sources of a proactive nature. (Author/CP)