This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…

Provides a variety of general guidelines for developing an effective spelling program. Argues that at a minimum, teachers should ensure that spelling instruction for a particular student is comprehensive, individualized, and based on a foundation of research evidence. (RH)

Argues that the problems of achieving educational excellence are more complex and difficult than envisioned by the National Commission on Excellence in Education. (RH)

Based on teacher estimates, this discussion focuses on the importance of test content coverage in terms of instructional and curricular validity; students' opportunity to learn test content; and the relationship between test content covered in class and student performance on a standardized achievement test in reading. (JS)

The headmaster of a british school advises U.S. teachers to exercise a certain amount of skepticism and ask questions before accepting some of the exciting practices of the new British primary schools. (WY)

Examines effects of Indiana's project PRIME TIME on reading and math achievement test scores of second graders who completed 2 years of the reduced-class-size program. Analysis of 3,967 test scores suggests that students in small classes had higher test scores than did students in large classes. (RJC)

Four kinds of learning are the basis for most of the discussion in this paper: direct-application learning, basic skills, background knowledge, and personal learning. (Author/CB)

Responds to the report of the National Commission on Excellence in Education, taking issue with the two major themes of the report: the poor condition of American schooling and what to do to effect improvements. Comments on several of the report's recommendations for action. (RH)

Examines a variety of teaching practices in several types of specialty schools that have an instructional emphasis and investigates the attitudes of teachers in those schools. A total of 117 teachers from grades K-6 in eight elementary schools participated in this study. (MP)

Uses a task perspective to examine literature-based and skills-oriented approaches to literacy in second and sixth grade classes. Results confirm that the literature-based method encourages higher order thinking, whereas the skills-oriented method promotes performance of small, simple tasks. (DG)

Examines 79 Chapter 1 compensatory classrooms that use a process-product approach. Compares results with studies conducted in regular classrooms. Findings show more agreement with prior research in quantity and pacing of instruction than in form and quality of instruction. (RJC)

Presents principles for devising and using developmentally appropriate procedures for assessing young children's reading and writing. Contends that informal observations and structured performance sample assessments are more appropriate than standardized tests. Offers specific examples of assessments of several aspects of literacy development. (RH)

Conclusions about the performance of 9-, 13-, and 17-year-old students on mathematics exercises are reported and illustrated with exercises from the 1973, 1978, and 1982 National Assessment of Educational Progress. (RH)