Descriptions of individual diagnosis and remediation of reading problems experienced by students at all levels are included in this annotated bibliography. Included are books, texts having case study sections, and journal reports which together comprise useful sources of case studies of reading disabilities. An opening section lists nine "first…

The 5-year followup study of the first 177 students, ages 6 to 12 years, who were enrolled in a public school program of special classes for the learning disabled (LD) sought to define factors contributing to the learning problems and affecting the students' progress or lack of it in the special classes. LD students included those whose disability…

Descriptions of individual diagnosis and remediation of reading problems experienced by students at all levels are included in this annotated bibliography. Included are books, texts having case study sections, and journal reports which together comprise useful sources of case studies of reading disabilities. An opening section lists nine "first…

This longitudinal study compared two predictors of reading performance: behavior rating scales and psychometric tests. Two groups of 888 and 844 middle-class kindergarten children were studied through Grade 3. Classroom and school environment were also considered. (Author/GDC)

Study of kindergarten retention in Colorado reveals the following: (1) kindergarten retention does nothing to boost subsequent academic achievement; (2) regardless of what it is called, kindergarten retention creates a social stigma; and (3) kindergarten retention feeds the escalation of inappropriate academic demand in first grade. Policy…

Examined attribution patterns of 132 Japanese-American and 63 Anglo-American university students who completed Mathematics Attribution Scale, achievement motivation, anxiety, and self-esteem measures. Compared to Anglo-Americans, Japanese-Americans attributed their success in algebra more to external causes and attributed their failure in algebra…

Argues that classroom learning inevitably requires adaptive responses by students, and that teachers should deliberately promote the development of students' adaptive learning within a supportive classroom environment by emphasizing the constructive benefits of functional failure and the limited benefits of uninformative success. (SKC)

The theoretical and empirical support available for retention and social promotion, specifically for exceptional children, is reviewed. The impact of these procedures on academic performance, self esteem, and social development is discussed. It is concluded that these procedures are not effective interventions for children with school failure.…

Presents evidence to establish that instructional technology applications often result in transfer of training failures, which are attributed to inappropriate mixing of behaviorist and cognitive instructional design models. Specific suggestions are made for instructional design prescriptions that support different levels of transfer for different…

The main reasons that students drop out of high school are poor grades, family problems, and financial problems. The school reform movement may compound marginal students' difficulties and cause more students to drop out. (MD)

Argues that current grading practices in some schools lack consistency in several critical areas, including criteria for failure, absolute or relative standards, and motivation of slower students. Policies are suggested that will help educators develop fairer and more humane marking systems. (TE)

The following variables concerning school-leaving among language minority youth are discussed: background factors, academic achievement, school characteristics, school performance, and school experiences. A combination of socioeconomic disadvantage and early academic failure appear to contribute to the higher dropout rate of language minority…

To spread the word that reading instruction must be based on research and to improve the preparation of teachers to teach reading, this edition of "Basic Education" emphasizes some of the most significant findings of recent reading research and suggests how these findings should translate into immediate action and policy. The first article, "A…

The Philadelphia Education Longitudinal Study (PELS) on the transition to ninth grade in Philadelphia highlights the high school choice process, course failure rates during ninth grade, and parents' responses to the transition to high school. The PELS study followed a city-wide random sample of public school students from the summer after eighth…