It has been suggested that both internal (e.g., acceptability) and external (e.g., feasibility) factors should be taken under consideration in order to fully understand children's usage of interventions designed to improve their behavior. The purpose of this study was to initiate development of a student self-report measure (Children's Usage…

Microanalysis of problem-solving activities of 10 learning-disabled and 10 normally achieving children (ages 10-12) found that, although normally achieving subjects reached more sophisticated levels of strategy use, there was no evidence that the learning-disabled subjects were inactive, passive, or maladaptive in their problem-solving attempts.…

This study examined learning styles in 137 high ability fourth-grade students. All students were administered two learning styles inventories. Characteristics of students with the following learning styles are summarized: auditory language, visual language, auditory numerical, visual numerical, tactile concrete, individual learning, group…

This study examined the conversational engagement techniques employed by children with and without learning disabilities in dyadic interactions. Analysis indicated that the 60 learning-disabled subjects (9-13 years old) employed engagement-related techniques as sophisticated as those of their nondisabled peers, though they did so less consistently…

Investigated how eight teachers untrained in holistic scoring rated elementary school students' compositions about baseball. Teachers varied in knowledge level about baseball and were classified as having either an academic or a cognitive-developmental teaching approach. Findings are discussed in terms of a classroom competence model of writing.…

Examines the line graphing ability of middle/high school students (N=625) to provide baseline data on the mastery of line graphing subskills. Results show that seventh- and eighth-grade students were less successful in graphing than high school students, suggesting that graphing skills should be introduced and emphasized in earlier grades. (JN)

Metadiscourse is the author's intrusion into the discourse, either explicitly or nonexplicitly, to direct rather than inform the readers. Nine social studies texts written for students in grades 5-12 and nine for adults no longer in school were evaluated to determine if they contain informational and attitudinal subtypes of metadiscourse. (RM)

The study evaluated the relative importance of graphic and contextual information in the correction behavior of disabled fourth grade readers who were clinically diagnosed as poor comprehenders. Results indicated that poor comprehenders tended to be more cued to graphic constraints in the text than to semantic constraints. (Author/DB)

This study found that 10 children (ages 9-10) with language impairments showed significant differences from 10 children with normal language in English bound-morpheme skill levels, ability to generalize English bound-morphemes to novel words, and ability to learn novel bound-morphemes attached to novel words. (Author/JDD)

Differential reinforcement of low rates of responding was used to reduce the disruptive behaviors of a blind 12-year-old boy with a learning disability. The subject earned reinforcers by not exceeding the established criterion of disruptive behaviors. An overall 88 percent reduction in target behaviors was observed across a 26-day period.…

Determined if the number of operational questions asked by fifth- and sixth-grade students (N=72) increased by teacher modeling or by practice at writing such questions. One finding is that students experiencing two types of teacher modeling asked more operational questions than students in a control group. (JN)

Three boys (ages 9-13) with academic deficits learned delayed matching-to-sample tasks that used complex sample stimuli, consisting of a picture and printed word. The procedure engendered new constructed-response spelling performances and arbitrary relations among pictures and printed words in matching to sample. (Author/JDD)

Describes study of effects of learning procedures and performance tempo on ability of 64 middle school students to perform previously learned rhythmic passages. Reviews the four learning procedures used for each rhythmic passage. Finds no evidence attributed to learning procedure but significant adverse differences if the tempo was changed from…

The stability of peer status of children (ages 9 to 12) with (N=38) and without learning disabilities (LD) was examined through sociometric measures twice in the same school year. Although test-retest reliability was good, children with LD were likely to lose peer status and be seen by peers in less favorable terms at Time 2 than Time 1. (Contains…

Measures sixth-grade students' monetary practices in three areas: methods of obtaining money, money-handling practices, and consumer practices. (HOD)