Significant differences were found in the ways that good and poor fifth-grade readers used text lookbacks, sampling, and other text behaviors while tutoring younger students. Researchers recommend the tutorial methodology for externalizing metacognitive reading comprehension behavior and for research using error detection paradigms. (Author/PP)

Discusses research (Tennessee Study of Class Size) that determined the effects of smaller class size in the earliest grades on short- and long-term pupil performance. The 4-year study assessed the performance of over 6,500 students who attended K-3 classrooms having differing numbers of students and found evidence of short- and long-term benefits…