The results of total testing from the years 2015-2022 on the mathematical and verbal achievement of Lithuanian pupils (N [approximately equal to] 250,000) are presented. These are the standardised tests from grades 4 to 12. The K-Means method has discovered six types of achievement. The highest achievement type is dominated by girls (61.1%) who…

Story retelling is suggested as a method to evaluate children's ability to comprehend, organize, and express language. (MKM)

Presents a simple scheme, based on formal categories, for coding stylistic variation in the early lexicon. When applied to the first 50 and 100 words of 12 children between 0;11 and 2;3, the major dimensions of difference are found to be the relative proportion of common nouns and the relative proportion of frozen phrases. (31 references) (GLR)

Suggests that traditional measurement-based approaches to evaluation are theoretically inappropriate in whole-language classrooms. Argues that responsive evaluation can be applied at the classroom level and that the data generated will tell more about children's developing control of language than standardized tests do. (RJC)

Compares the effects of language intervention over a one-year period on two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. (28 references) (GLR)

Statewide mock trial competition can provide business educators with a new way to teach law-related subjects. Students are made aware of the operation of our legal system; they also enhance their verbal, writing, analytical, and research skills. (CT)

The phenomenon of limited bilingual language proficiency is reported to have negative academic and/or cognitive consequences, especially among Mexican-American minority language students. Where such students have been diagnosed, fears of concomitant congitive retardation are also expressed. Research was undertaken to understand the phenomenon…

The importance of the role of meaningfulness as a learning variable is discussed. (DEP)

A study was conducted to determine criteria to measure successful language development and to determine what factors might be considered to be the determiners of this development. Subjects were 16 children, aged 3 years 3 months, selected on an intuitive basis from the 64 children in the older age group to represent the full range of development,…

Conversational speech samples from 33 two-year-olds were analyzed to determine word and syllable shapes produced, inventories of initial and final consonantal phones, and percentage of consonants correct. A profile of the normally developing two-year-old's range of sounds and structures is presented to aid assessment of young children with…

The way a particular clinician judges, from data, the degree to which a child is in the category "learning disabled" was modeled on the basis of clinician's statement of the traits that comprise the handicap. The model illustrates the use of fuzzy set theory. (Author/RL)

During the 1969-70 school year, the Early School Admissions Program (ESAP) for 4-year-old disadvantaged pupils was offered in 22 Baltimore City Public Schools. Each center had both a morning and an afternoon session enrolling different children. The overall goal of the ESAP was to improve the disadvantaged pupil's ability to learn, to provide…

One of four packets designed to help day care providers work with handicapped children and their parents, the booklet describes a workshop aimed at stimulating children's language. The workshop centers on the Preschool Group Evaluation Checklist which assesses the following factors in group language experience: role of the adult (verbal…