This study examined the academic outcomes associated with behavioral subtypes and their stability in learning disabled children. Children with attention problems and problem behavior in the first and second grades showed poorer achievement in later grades, compared with those who did not present atypical behavior. (Author/JAZ)

This paper applies a theory of growth in academic achievement to the study of the effects of ability grouping on reading achievement. The theory sees students' ability and effort determining how they utilize opportunities for learning provided by instruction. (Author/JAZ)

Investigates the prediction of children's (1) academic achievement on the basis of cognitive tasks given prior to kindergarten, and (2) academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement through grades 1, 2, 3, 5, and 10. (HOD)

Results suggest that there are no pervasive Catholic-school effects. Public schools had a small advantage in science and civics; Catholic schools had an advantage in reading, vocabulary, mathematics, and writing. All of the effects were very small. On average, the Catholic-school advantage was only about five percent of a standard deviation.…

Offers suggestions for organizing the primary classroom to provide ideal conditions for teaching reading. (DF)

Reading achievement test performance of high and low ability sixth-graders in contrasting reading programs was examined. Lower academic ability pupils benefitted from the explicitly sequenced, behaviorally oriented Matteson program, while higher academic ability students benefitted from the Scott Foresman program, which emphasizes rich language…

Describes the results of a survey of rehabilitation centers to determine evaluation methods for possible alexia (the loss of ability to read that results from a brain injury) and presents some suggestions for rehabilitative testing and teaching materials. (HOD)

To determine the cause of the reading achievement gap between language minority students (Hispanic) and nonlanguage minority students, language background, socioeconomic status (SES), and ethnicity in the High School and Beyond data set were analyzed. Language background and SES/ethnicity were found to be equally accountable for the gap. (MM)

Describes a project that (1) developed a teacher training curriculum intervention program to create classroom environments conducive to children's literacy development, (2) ascertained the degree to which teachers were able to implement such a program, (3) discerned the observable factors which characterized implementing classrooms, and (4)…

The relative contributions of learning style dimensions, intelligence quotient, and their interactions to prediction of academic performance were examined. Kindergarten students were evaluated, and their first grade achievement was studied. Although IQ was found the better predictor, learning styles accounted for statistically significant…

Describes and assesses different explanations for the low reading achievement level amongst Afro-American children and critiques traditional attempts to remedy this dilemma. Recommends a holistic approach that fuses cultural difference and social structural approaches to reading and acknowledges that motivational processes are central. (RDN)

1982-83 Georgia Regents' Testing Program reading subtest scores and five aptitude/achievement variables of 256 Black and 3009 White Georgia University sophomores were compared. Classification analysis showed White students scored higher. Results were compared to the National Assessment of Education Program findings. (BS)

Describes the evolution of a phonics-basal elementary reading program in a rural New Mexico school district and the resulting improvement in reading. Notes the conditions in which changes initiated by the district and the Follow Through sponsor occurred. Explains monitoring and evaluation advances. (SB)

This study describes the results of a three-year evaluative investigation of a project designed to enhance teacher use of cooperative goal structuring strategies with resultant changes in the classroom learning environment and achievement gains in reading and language arts. (Authur/BW)

Charter schools--public schools that are exempt from many of the procedural regulations that apply to regular public schools--are a widespread but poorly-studied form of education reform. With nearly 2,700 charter schools now educating more than 684,000 children nationwide, policymakers and parents need to know how the education charter schools…