Presents the results of a study of the recall performances of developing young readers compared across the three language reception modes of listening, oral reading, and silent reading. The effects of the difficulty of the reading material and of sex differences are discussed. The texts used are appended. (Author/JL)

Degree of lesson complexity was examined and related to the type of approach used by eighth grade teachers. Results indicated that teachers adapt to the perceived complexity of class activities and to students' behavior cues, using direct instruction more frequently in mathematics and science than in the humanities and language arts. (Author/PP)

Focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. The article discusses characteristics of tasks and offers a framework capable of organizing the nature of task-based instruction and relevant research. Results highlight the importance of trade-off effects between the goals…

Discusses the difficulty of teaching Asian languages, because their mindsets and writing systems are unfamiliar to English speakers. Cites further complications, such as staffing necessities, the history of these languages as a part of area studies, and the varied needs of heritage speakers among the learners. (Author/VWL)

The importance of item difficulty (equated delta) was explored as a predictor of differential item functioning of Black versus White examinees for 4 verbal item types using 13 Graduate Record Examination forms and 11 Scholastic Aptitude Test forms. Several significant racial differences were found. (TJH)

Mail questionnaire items that are susceptible to order effects were examined using data from 168 questionnaires in a Florida Cooperative Extension Service evaluation. Order effects were found for multiple-response and attributive questions but not for single-response items. Order also interacted with question complexity, social desirability, and…

Results of four experiments show that developmental differences in elaborative conceptual processing at acquisition and retrieval contribute independently to developmental increases in recall. Item identification processes for both words and pictures constrain children's elaborative processing. The constraints are time limited. (RH)

Two studies involving three adolescents with severe emotional disturbance/behavior disorders and learning difficulties examined effects of problem difficulty and reinforcer quality upon time allocated to two sets of arithmetic problems. Results have implications for understanding the effects of problem difficulty and reinforcer quality on behavior…

Describes the Multidimension Curriculum Model for developing a language curriculum and suggests a generic approach to selecting and sequencing learning objectives. Alberta Education used this model to design a new French-as-a-Second-Language program. The experience/communication, culture, language, and general language components at the beginning,…

The perspectives of seven hearing parents on their use of sign communication with their deaf children were evaluated. All parents had chosen Signed English rather than American Sign Language (ASL). Parents' understanding of ASL varied greatly; they reported difficulty in developing personal and family fluency in Signed English; and they identified…

Describes a study that examined the readability of papers "College and Research Libraries" accepted, rejected, and published for 1990 and 1991. Results showing a statistically significant difference for the text of papers but not for abstracts are reported, and topics for further research are suggested. (Contains six references.) (EAM)

An approach to test modeling is illustrated that encompasses both response consistency and response difficulty. This generative approach makes validation an ongoing process. An analysis of hidden figure items with 60 high school students supports the feasibility of the method. (SLD)

Thirteen learning-handicapped junior high students and 15 nonhandicapped peers conducted fact retrieval tasks. Highest retrieval success was attained with a menu-driven electronic encyclopedia, followed by print encyclopedia and command-driven electronic encyclopedia. Higher success levels were found when tasks were assigned rather than…

Describes a study that was conducted to examine the effects of captioned video material of varying difficulty on intermediate and advanced English-as-a-Second-Language (ESL) students' comprehension with videotaped episodes presenting low and high audio/video correlation. Captions were found to be more important for low audio/video correlation. (17…

Poor performance on tests of reading comprehension could be the result of weak word-recognition skills, inconsistent attention (ADD), or a combination of the two. Identifying the source of the reading disability (RD) reliably has been difficult because inconsistent attention interferes with reading and weak word recognition skill makes attention…