Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories. In addition, differentiation is a research based method for meeting the…

No significant difference was found in sixth-grade reading, language, and mathematics achievement between students who were excused from regular classroom activities for the study of instrumental music and students not studying instrumental music. (Author/RM)

Reviews research concerning the relationship between reading achievement and student leadership. (FL)

Twenty pairs of students from seven special education resource rooms (elementary and intermediate grades) were assessed on the structure of the instruction they received. Their reading achievement was measured three times during the year. The instructional programs for 10 experimental students were to be based on their teachers' use of continuous…

This study examines the relationship between the amount of time sixth graders reported spending on homework and their achievement gains on the Iowa Test of Basic Skills (ITBS) between the spring of 1988 and the spring of 1989. Selected for participation were one or two classes in each of 30 public elementary schools in Chicago. Of the 30 schools,…

A selected followup made of ten children (classified as trainable mentally retarded) whose reading skills and academic achievement as intermediate students exceeded expectancy is described. (CL)

Enlarging upon the scope and agenda of earlier diagnostic research, a study was conducted to examine (1) teacher responses to receiving diagnostic information about some of their students, (2) effects on student achievement of teachers receiving both diagnostic information and diagnostic training, (3) diagnostic classifications that emerged from…

To determine whether the addition of study skills in the teaching of social studies would improve the learning of social studies content, a study was conducted comparing two fifth grade classes in social studies for a period of nine weeks. One fifth grade group of 15 students was the control group and the other fifth grade group of 17 was the…

Conducted as the third in a series of four investigations of teacher explanation of reading skills, a study examined the relationship between explicit teacher explanation and student awareness of lesson content and reading achievement gains. Subjects were seven fifth-grade teachers and their respective low-reading ability groups. The teachers were…

The results of a three-part study, conducted to present an indepth look at reading comprehension instruction in the middle grades, are described in this report. Four major areas are covered: teacher's verbal reports, program specifications, teaching behavior, and student mastery. The report first describes the research design, or how a profile of…

A three-part study was conducted to present an indepth look at reading comprehension instruction in the middle grades. In the first part of the study, four basal series for grades 4, 5, and 6, were analyzed for clarity of communication, adequacy of skill practice provided, and a number of other comprehension related dimensions. In the second part,…

Central East Middle School in Philadelphia (Pennsylvania), an urban school with about 45% Hispanic enrollment, and the Center for Research on the Education of Children Placed at Risk are working together to implement a Talent Development Middle School model of schooling. Part of this effort includes use of the Student Team Reading (STR) Program,…

The program presented in this practicum was implemented to increase a target group of intermediate teachers' awareness of reading styles and strategies to improve students' learning in an urban elementary school. The setting for the project is a five-year-old public elementary school representing a broad range of socioeconomic backgrounds and…

The school district of the City of Saginaw operates a supplemental educational delivery Chapter 1 system in reading and mathematics, the Elementary Compensatory Education (CE) program and the Secondary CE program. The elementary CE, a push-in program operating in the regular classroom and a pull-out program (periodically taking students out of…

The 1982-83 school year was the second year of the New York City (New York) Public Schools Promotional Gates Program. Under this program students in grades four and seven who failed to attain their promotional criteria (in both reading and mathematics) were retained for a year of intensive remedial instruction. This report is the result of a…