Describes an examination of the interaction of sustained attention, simultaneous processing, and successive processing with nine variables related to the reading, spelling, and mathematics achievement of 165 elementary students in New South Wales. Results suggest the importance of sustained attention to reading and spelling achievement but not to…

Evidence that childhood maltreatment is associated with emotional and behavioral problems throughout childhood suggests that maltreatment could lead to impaired academic performance in middle and high school. This article explores these effects using data on siblings. An index measure of the intensity of childhood maltreatment was included as a…

Suggests that the motivational level produced through active learning can significantly influence learning progress. Lists a variety of specific movement activities for enriching elementary social studies. Concludes that movement activities can be successfully implemented in a variety of academic settings. (DH)

The behavior ratings and psychometric profiles of children with attention deficit disorders (ADD) and children with developmental reading disorders (DRD) were compared. DRD children were more impaired in academic attainment and showed evidence of qualitative disturbances in reading and spelling. ADD children showed no qualitative reading or…

Recent research has substantiated long-standing beliefs of classroom teachers about the relationship between pupil engagement and achievement; one of these is that increased pupil involvement or attention to the learning task increases learning. Additionally, consistent teaching behaviors and classroom variables are frequently associated with…

A study compared the academic and learning characteristics of three students with attention deficit/hyperactivity disorders (AD/HD), three gifted students, and three gifted students with AD/HD. Giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and…

Investigated were the effects of visual or complete seclusion on the academic task performance of brain injured mentally retarded, cultural familial mentally retarded, and normal children of comparable MA. (KW)

Compared teachers' ratings of students and students' marks in reading and math and their achievement test scores during their first, second, and fourth years in school. Teachers' ratings of students' interest and participation and their attention span and restlessness were related to students' first-year achievement test scores and their marks in…

Disruptive behavior may be associated with poor academic achievement due to covariance with attention problems and low IQ. Evidence is based on clinical samples and on associations between problem behaviors in young children and later achievement difficulties. The contemporaneous relations and their genetic and environmental influences have not…

Contributions of learning behaviors; anxiety; attention problems; cognitive ability; and home background to academic performance was investigated in Caribbean village children (N=61). It was determined that anxiety, attention, and learning-related behaviors explained 32-35% of variance in academic scores. Results suggest that academic performance…

A three phase program reduced hyperactive behavior, increased attending/participating behavior, and improved academic performance of a total of 20 learning disabled children from 10 to 14 years of age. (DB)

The study investigated three variables--juvenile delinquency, academic achievement, and attention span--with 77 incarcerated juveniles [18 emotionally handicapped (EH), 20 learning disabled (LD), 19 educable mentally retarded (EMR), and 20 nonidentified]. The Detroit Tests of Learning Aptitude were used for testing in the areas of visual and…

Reviewed is research on the role of attentional dificits in the inferior school-related performances of mild-to-moderate learning disabled, emotionally disturbed, or mentally retarded children. (Author/DB)