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Increasing Reading Persistence and Altering Attributional Style of Learned Helpless Children.
Peer reviewed Peer reviewed
Fowler, Joseph W.; Peterson, Penelope L. – Journal of Educational Psychology, 1981
Twenty-eight learned helpless children (ages 9-13) assessed as reading below grade level were randomly assigned to one of four reinforcement and attribution retaining treatments. Indirect and direct attribution retaining increased childrens' reading persistence and their attribution of failure on the Intellectual Achievement Responsibility scale…
Descriptors: Attribution Theory, Expectation, Helplessness, Intermediate Grades
Stimulus Complexity and Intramodal Reaction Time in Retarded Readers
Peer reviewed Peer reviewed
Blank, Marion; And Others – Journal of Educational Psychology, 1971
Descriptors: Grade 3, Reaction Time, Reading Difficulties, Reading Difficulty
Some Social-Emotional Consequences of Early Inadequate Acquisitions of Reading Skills
Peer reviewed Peer reviewed
Glick, Oren – Journal of Educational Psychology, 1972
It was concluded that early academic performance has consequences in the social-emotional domain which perpetuate and generalize patterns of success for females and failure for males. (Author)
Descriptors: Comparative Analysis, Emotional Response, Grade 3, Peer Relationship
Prediction of Reading and Related Academic Problems
Peer reviewed Peer reviewed
Feshbach, Seymour; And Others – Journal of Educational Psychology, 1977
This longitudinal study compared two predictors of reading performance: behavior rating scales and psychometric tests. Two groups of 888 and 844 middle-class kindergarten children were studied through Grade 3. Classroom and school environment were also considered. (Author/GDC)
Descriptors: Behavior Rating Scales, Diagnostic Tests, Educational Environment, Individual Characteristics