This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more…

Reports on a study which attempted to determine the reading level of 70 filmstrips with captions that form logical sequences. Results indicate that the classroom teacher might want to use readability formulae in planning the use of filmstrips. (Author/SA)

A study investigated communication strategies used to express lexical meaning in English by two groups (intermediate and advanced) of Spanish-speaking adult learners of English-as-a-Second-Language. Both structured and unstructured tasks were used to assess interlanguage development vis-a-vis proficiency, and results indicated that the…

Attempts to answer the question whether indentifiably separate levels of reading comprehension exist by judgmentally using 9 teachers at the University of Lancaster and empirically using 100 students from Bombay university. (Author/VWL)

The impact of overall test length and difficulty on the expert judgments of item performance by the Nedelsky method were studied. Five university-level instructors predicting the performance of minimally competent candidates on a mathematics examination were fairly consistent in their assessments regardless of length or difficulty of the test.…

Interviews with 16 deaf high school students and 9 teachers found that teachers underestimated the extent of students' independent comprehension of 3 types of text. The text perceived to be most difficult by both teachers and students was the most interesting to students (but not teachers) and fostered use of a greater variety of metacognitive…

Effects of altering test difficulty on examinee ability measures and test length in a computer adaptive test were studied for 225 medical technology students in 3 test difficulty conditions. Results suggest that, with an item pool of sufficient depth and breadth, acceptable targeting to test difficulty is possible. (SLD)

A study examined the conversations of eight groups of high school students in a level three Spanish class during a jigsaw speaking task, and compared their language use patterns with those of intermediate-level learners of English as a Second Language. Results suggest both similarities and differences. Choice of language is also considered. (17…

A four-step approach to teaching complex concepts at the college level involves a sequence of lecture, an individual assignment, small group discussion, and larger group discussion instruction. The last three steps focus on case study applications. The method is adaptable to different teaching situations and promotes expansion of student…

Seventeen students (ages 10-15) with moderate mental retardation were assessed on their ability to analyze orally presented sentences into words and words into syllables and phonemes. Subjects receiving code-emphasis reading instruction performed significantly better on more difficult phoneme manipulation tasks than did subjects receiving…

This review of 20 years of literature on sight word instruction for individuals with handicaps examines effectiveness data for procedures teaching word recognition and comprehension. Covered are "errorless procedures," prompt elimination, stimulus fading, time delay, easy to hard discrimination, and trial and error with feedback. Two tables…

Factor analysis of a survey of 2,072 students in 176 courses in 4 departments of an Israeli community college revealed similarities in student satisfaction among departments with the teacher and interpersonal relationships between students the major contributing factors. Results suggested that an evaluation tool appropriate for many courses or…

This study, involving 20 normally developing 4-year olds, found no visual sequential recall differences between direct selection and scanning in task performance. However, subjects correctly recalled fewer sequential symbols represented by Blissymbols than by Picsyms, and recalled significantly fewer three-symbol sequences than two-symbol…

This study investigated return-to-task rates on hard and easy tasks that secondary students projected for scenario characters and for themselves. Data revealed significantly greater rates of return to easy tasks. Girls had significantly higher return-to-task rates. Evidence of self-presentation bias was present. (SM)

Focuses on determining which semantic classes were being easily learned and which were causing difficulty for pupils in Brunei Darussalam's bilingual-education system. Also sought to determine, through analysis of pupil translation errors, which factors made a particular word or class of words difficult to learn. (Author/VWL)