This annotated bibliography encompasses selected citations in the journal literature published between 1968 and 1971. The listing is alphabetical by author or corporate author and comprises such issues as busing, inequality of education, textbook treatment of black Americans, "Jensenism," compensatory education programs, school finance, community…

The St. Louis Vocabulary Development Project was developed to help children cope with the increasing vocabulary demands in content area textbooks encountered in the fourth grade. The project was presented over the school radio system for 30 minutes daily, 3 days weekly, for 30 weeks in about 150 schools. The fifth and sixth graders were taught…

This document is an English-language abstract (approximately 1,500 words) of experiments performed in Mexico, D. F. by way of introducing new techniques for teaching reading and writing, particularly in the remedial classes. The first part of the document deals with a series of experiments carried out with first grade remedial groups as follows:…

The possibilities of influence of the race of testers on the intellectual performance of children were investigated. A four factorial design, with two response measures--the digit span and block design subtests of the Wechsler Intelligence Scale for Children--was employed. These data were gathered on students enrolled in a black and white…

Studies were made between performance on tests of mental abilities and concept learning tasks; it is pointed out that the researcher is usually confronted with administering large batteries of tests of mental abilities and then analyzing his results with one of the factor analytic techniques. An information process analysis of tests of mental…

The present study related achievement motivation and the degree of responsibility attributed to the self for success and failure to school achievement. A children's achievement motivation scale and Crandall's Intellectual Achievement Responsibility Questionnaire were administered to elementary school children. Achievers and underachievers were…

The LOGO Turtles, originally developed at the Massachusetts Institute of Technology Artificial Intelligence Laboratory for teaching concepts in elementary geometry to primary-age children, can also be used in teaching higher-level mathematics. In the exercises described here, the turtle was programed to traverse curved surfaces. Both geometric and…

This study investigated (1) relationships between reading comprehension, IQ, and equivalence range (ER) and (2) categorizing styles through multidimensional scaling and varimax rotation analysis. One hundred and six male and 97 female sixth-graders comprised three reading groups according to Metropolitan Achievement Test, Reading subtest, and Otis…

After consideration of difficulties and shortcomings in the field of research in reading retardation, the evidence about specific factors contributing to reading achievement is reviewed. Factors considered include intelligence and patterns of scores on intelligence subscales, processing of verbal and auditory stimuli, and personality…

The ability of the Slosson Intelligence Test to predict academic achievement was assessed by using three samples of pre-kindergarten pupils from three successive years in a large midwest school district. Results indicate a moderately good predictive power of the instrument. (Author/JKS)

The interaction of mental ability and of two different instructional methods was investigated for a second grade linear metric curriculum unit. Mental ability was positively correlated with achievement under the guided discovery method, but essentially uncorrelated for the self paced mastery learning method. (Author/JKS)

Investigates the differences in attitudes toward academic achievement and personality characteristics of third generation Japanese Americans (Sanseis). Sanseis were grouped by sex and high and low achievers and were administered the Adjective Check List and the Asian American Survey. Results show that Sanseis are relatively heterogeneous with…

Analyzes racial differences in status attainment by examining the extent to which initial attainment differences are accounted for by theoretically related variables and the extent to which the entire attainment process differs between uses, using data from a recent longitudinal sample of the U.S. high school population. (Author/JM)

Poor academic performance can result from single, multiple, interacting, and unknown causes, rather than being an entity with a specific cause and course. It is better to adopt a descriptive approach and define retardation as relative failure on a cluster of socially determined behaviors, varying over cultures and over time. (Author)

The data suggest that the WISC-R Verbal, Performance, and Full scales are almost equally lacking in racial bias and that all three scales are less biased than the PPVT. If the PPVT is used for initial screening, it will be important to follow up with a more thorough psychological evaluation. (Author)