Explores whether or not systematic attributional differences between active and passive observers occurs similar to those that exist between actors and observers. (Author/RK)

Relates individual student experiences to illustrate that many poor readers are dropouts of programs requiring strongly analytic/auditory reading styles. Recommends adopting the "whole-language" approach for today's global learners. Uses research findings to outline instructional methods that match students' reading styles. (CJH)

Learning-disabled (N=48) and nonlearning-disabled (N=48) fourth- and fifth-grade boys were given a task and told they had either succeeded or failed. Results indicated that learning-disabled subjects showed greater persistence, attributed outcomes to external factors, and did not exhibit lower performance expectations nor show greater expectancy…

Traces the literary treatment of causes and symptoms of reading disabilities through the 1960s, 1970s, and 1980s. Points out several concepts which are changing the earlier diagnostic-remedial role of classroom teachers. (ARH)

Children classified as securely attached at 12 months interacted faster and more smoothly with the stranger than did avoidantly-attached peers. Microanalyses revealed different styles of interaction. Failure feedback increased efforts of securely-attached and decreased efforts of insecurely-attached children. After failure, securely-attached…

Argues that the nature and the readability of instructional materials may be an unsuspected barrier to progress for adult illiterates who receive instruction from volunteer literacy organizations. Considers the reading series of several national organizations. (CH)

Discusses the high school dropout problem, focusing on young people's reasons for leaving school and schools' efforts to retain them. Recommends more effective primary education, computer programs to identify youth at risk, and coalitions of schools, businesses, and government agencies to pair learning and work experience. Cites 15 references.…

There are no easy solutions to the problem of building an outstanding basic skills program for handicapped children. This article analyzes reasons why children fail, describes the characteristics of outstanding schools and explains how teachers and administrators can achieve excellence. (Author/CB)

Interviews with adult basic education students revealed that (1) some program demands and conditions threaten them with fear of failure; (2) some adults want more autonomy than instructors want to give; and (3) the special needs of some students demand special learning conditions. (SK)

The hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms relative to the individual's known level of ability as assessed by other measures was investigated. In this study, 128 undergraduate subjects received feedback described as either norm-referenced or as self-referenced.…

Students should encounter failure in order to survive in the world, but they need not be classified as failures. Suggestions for helping students deal with failure in positive ways are offered. (DF)

Describes organization and services of Subscription Television Inc. (STV) and 1964 legal battle over wired pay-per-view television in California. Included are discussions of reasons for voter opposition to pay television, likelihood of success for STV had voter referendum not passed, and effects of its failure on subsequent pay television…

Preliminary findings of a study of 14,000 Australian children indicate that, at age 10, one child per class and at age 14, one child per 100 is totally unable to read. About one student in five needs remedial reading instruction, but only one student in ten is receiving remedial reading instruction. (SL)

Describes the Early Prevention of School Failure program, an ESEA Title III program developed in Peotone, Illinois, that provides special kindergarten classes for children with learning disabilities. (JG)