Fourth and seventh grade children received four free-recall trials on lists including typical and atypical items. Levels of recall and clustering increased with age and were greater for typical than for atypical items. More older children used organizational strategies to facilitate recall. (SKC)

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the…

The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…

Assuming that the ability to interpret punctuation is basic to reading comprehension, a study was conducted to assess the junior high school reader's ability to interpret internal punctuation in a written passage. From an examination of texts, reference and research materials used at the junior high school level, six uses of three punctuation…

Divided into poor readers and good readers, 144 Swedish students (13-14 years old) participated in an experiment in which oral reading speed, free recall, and summarization of narrative stories presented on videotex were studied as a function of reading skill, text structure, and physical factors. Good readers outperformed poor readers. (BRR)

Explores the relationships between seventh-grade students' misconceptions of genetics and natural selection and four cognitive variables: reasoning ability; mental capacity; verbal intelligence; and cognitive style. Reports that only the reasoning ability was significantly related to the number of misconceptions. (Author/YP)

Some ideas are presented about the ways in which the three domains of metacognition, affective factors, and beliefs influence the cognitive activities of seventh graders as they solve mathematics problems. The research project, initiated in 1981, is first described. Theoretical considerations are then discussed, with sections on affects, beliefs,…

This paper describes the development and initial validation of a Chinese reading motivation questionnaire (CRMQ) which was designed to assess Chinese students' reading motivation in Hong Kong. The development of the CRMQ consisted of two steps. In the first study, groups of items were constructed based on achievement motivation theories and…

Research finds that the availability of specific coping resources can alleviate the more harmful effects of stress among adolescents. Although studies have investigated the relationship between coping resources and various outcomes among general samples of youth, no research has focused on adolescents who report high personal standards in…

Examined was whether within-class social comparison processes mediate the effects of ability grouping in mathematics on self-concept. The sample was 149 students in seventh-grade classrooms in two schools, one practicing within-classroom grouping and the other using between-classroom grouping. It was predicted that, among students who frequently…

Affective experiences have been shown to influence student self-concept and to influence and predict academic achievement. In the present research, two groups of seventh-grade boys and girls numbering 30 in all participated in either facilitated or directed affective experiences in which they explored personal feelings and attitudes toward school,…

Working in groups of three, seventh-grade students were video taped solving an applied mathematical problem. Audio tapes were made of each group discussing their session. Analysis focused on the first stage of Noddings (1984) model of problem solving for school mathematics: Creation of a representation. Some factors identified as impeding…

This study attempted to determine which combinations of student, teacher, curricular, and task factors characterize effective life science instruction, where effectiveness is defined as the acquisition of scientific literacy. The framework of scientific literacy used includes five teacher behavior components: (1) explaining science content; (2)…

Explores content or contextual validity of social rule classifications produced by sample of 12-year-old child coders. Analyses of variances revealed that categorization schemes generated by child coders were contextually valid as determined by raters' mean ratings. (Author/RWB)

This study assessed the ability of third, fifth, and seventh graders to learn a problem-solving heuristic scheme and apply it to grade-appropriate tasks. A framework was utilized that focused on metacognitive aspects of task performance such as planfulness, strategy selection, monitoring, and evaluation. It was expected that use of the scheme…