Eight fifth-grade children were tested in three contexts to determine the effects of adult support and regulation on their ability to read words in isolation and to read connected discourse. Findings are discussed in terms of Vygotsky's zone of proximal development. (Author/MT)

Researchers used a fifth-grade videodisc fractions program to examine accountability in mastery learning programs. Four classes were randomly assigned to two treatments (those who were and were not aware of participation in mastery learning). Results revealed standardized mean differences for achievement favoring knowledge of being in the mastery…

Identified the effects of gender, ethnicity, socioeconomic status (SES), and basic skills performance on grade failure, course failure, scores on the Texas Assessment of Academic Skills, and attendance of middle school students placed in behavioral classrooms. Computerized data from two schools indicated that SES and basic skills performance…