This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three…

Investigated effects of structured peer tutoring program on social acceptance of students. Paired third and fourth graders perceived as not socially accepted with students rated as well liked. Both served as tutors and tutees. Findings were significant for type of student (liked, disliked). Findings suggest that, regardless of role (tutor or…

Examines children's cognitive phases by describing the role that distinctiveness and consistency information play in the causal attributions and behavior of peer-rejected and aggressive children. Correlates the existence of social information and lack of social information to the response style. (RJC)

Examined changes in low-accepted children's behavior and peer acceptance resulting from a social learning approach to social skill training. Three social skills were taught: asking questions, leading, and offering peer support. Trained children performed significantly better at follow-up than did control children. Results generalized to classroom…

Cluster analyses were employed in two studies to explore the possibility of discernible subtypes within the population of peer-rejected boys aged 9-11. Consistent patterns were seen in both studies when children in each cluster were compared with each other and with those in a popular comparison group. (RJC)

Followed two large cohorts of African-American third graders from low-income families into early adolescence. Assessed adjustment at end of first year of middle school by teacher and parent ratings and by adolescent self-reports. Found that both childhood aggression and peer rejection appeared to be significant predictors of adolescent disorder,…

Studied whether social skills intervention would be more effective when delivered in presence of high-social-status (HS) students in grades two, three, and four. Assigned 35 low-social-status students to intervention with HS peers, without HS peers, or no intervention. Evaluations of peer ratings, social problem solving, and teacher ratings…

Peer sociometrics, teacher ratings of academic performance, and self-concept scores were used to compare the social, academic, and psychological adjustment of 47 low-achieving/retained, low-achieving/promoted, and average achieving/promoted 2nd-, 3rd-, and 4th-grade students from two southern rural elementary schools. Because the sample was…

A study involving 47 male and 51 female third and fourth graders analyzed the relation between five subtypes of aggressive behavior and sociometric status as assessed via ratings by peers and by eight teachers. Social status and gender were significantly related to type of aggression exhibited. (TJH)

Describes the relationship between learning opportunities and the negotiation of social norms in mathematics class discussions based on data from interviews and observation of a third-grade classroom. Includes several transcripts of observations. (31 references) (MKR)

Four third grade students with learning disabilities, poor interpersonal skills, and low self-esteem participated in weekly individualized social skills training. After five weeks, all students showed improvements in peer acceptance and social and general self-esteem, whereas two to three students showed improved attention and academic…

Students' relationships with peers is fundamental to their mental health. A 3-month study presented here investigated the nature and frequency of students' self-reported recess problems and the degree to which these were concomitant with two often-used measures of children's social competence: peer acceptance and mutual friendships. Seven specific…

This curriculum guide for third-grade teachers contains values-based classroom lessons which are intended to assist students in the development of a positive self-concept and inter- and intrapersonal skills necessary for individual and group effectiveness. Teaching techniques include group dynamics, classroom discussion, use of filmstrips and…