A study of picture effects on recall showed that pupils who received text with pictures recalled details more consistently than pupils who had to read text without pictures. The study found that sixth graders recalled ideas and details more consistently than fourth graders. (Author/MJL)

Three studies investigated second-, fourth-, and sixth-grade students' understanding of class inclusion hierarchies and the relationship of such understanding to the ability to construct external representations for hierarchically structured information. Children understood hierarchical relations and relations expressed in tree diagrams as early…

Reports on the efficacy of different contexts for word problems given to Grade Four and Grade Six students. Examines and compares the use of fantasy contexts with both adult and children's real-world contexts. Finds that students expressed an interest in the fantasy contexts. (Author/MM)

Age-related changes in children's performance on simple division problems (e.g., 6 divided by 2, 72 divided by 9) were investigated by asking children in Grades 4 through 7 to solve 32 simple division problems. Differences in performance were found across grade, with younger children performing more slowly and less accurately than older children.…

Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade…

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

This study was an investigation of the influence of word-problem context--the nonmathematical, verbal aspect of a problem--on fourth- and sixth-grade students' preferences for and problem solving performance on word problems. Problems were parallel in mathematical structure but differed by major context category--fantasy and real-world.…

A study investigated the reading interests of fourth and sixth grade students of above-average reading achievement. Subjects, 44 fourth graders and 39 sixth graders in an urban environment, responded to a reading interest inventory containing 25 categories. The sample was separated into two groups, an experimental group which attained 60 or higher…

Study supported by grant HD-00879 from the National Institute of Child Health and Human Development, and presented in part at the Society for Research and Child Development meeting, 1966.

THE RELATIONSHIP OF THE HANDWRITING, READING, AND SPELLING PERFORMANCE OF FOURTH- AND SIXTH-GRADE CHILDREN TO THE TRANSITION TIME FROM MANUSCRIPT TO CURSIVE WRITING WAS STUDIED. THE FOUR TRANSITION TIMES WERE EITHER THE FIRST OR SECOND SEMESTER IN GRADE 2 OR THE FIRST OR SECOND SEMESTER IN GRADE 3. HANDWRITING LEGIBILITY WAS MEASURED BY THE…

A STUDY WAS CONDUCTED TO DETERMINE WHETHER AUDIOVISUAL PERCEPTUAL ABILITY CAN ACCOUNT FOR READING ACHIEVEMENT. SUBJECTS WERE 120 PUPILS SELECTED RANDOMLY FROM 38 SCHOOLS IN ILLINOIS. PUPILS WERE IN GRADES 2, 4, AND 6. MEASURES OF VISUAL PERCEPTION, AUDITORY PERCEPTION, VISUAL-AUDITORY SHIFTING PERCEPTION, INTELLIGENCE, SOCIOECONOMIC STATUS, AND…

THE VERBAL BEHAVIOR OF CHILDREN FROM FOUR GRADE LEVELS (10, EIGHT, SIX, AND FOUR) WAS INVESTIGATED BY HAVING EACH SUBJECT (S) LEARN TO FREE-RECALL THREE 20-WORD LISTS OF UNRELATED WORDS. A MULTITRIAL PROCEDURE WAS USED IN WHICH SS EXPERIENCED 10 CONSECUTIVE LEARNING AND TEST TRIALS ON EACH LIST. TWO MEASURES WERE USED TO ANALYZE BOTH INTRALIST AND…

The results of this study show that children's recall of simple prose passages can be significantly affected by the structure of those passages and that the awareness of these effects increases with age. (Author/DEP)

A factor analysis of eight subtest scores and three subtotal scores of the Comprehensive Tests of Basic Skills (CTBS) Forms showed one common factor, and did not lend support to the usefulness of subtotal scores or subtest scores. (Author/GK)