Adolescents whose speech or listening disorders remain untreated are headed for academic and social failure. Presents a screening process for teachers to use in looking for certain warning signs of speech and listening disorders and offers suggestions for establishing a treatment program. (MLF)

Intrusive interventions with second semester freshmen on probation is a concept of deliberate intervention in order to enhance student motivation to utilize structured assistant modes. A three-point theoretical model of intrusive advising is presented and an example of a successful framework used at Old Dominion University is described.…

Study examined the perceptions and coping behaviors of low-skilled sixth graders in physical education. Interview and field observation data indicated that students used several strategies to cope with repeated failure (avoiding the task, remaining silent, acting out, and trying to execute skills in the face of classmate criticism). (SM)

Existence of an academic self-schema was studied with 142 French eighth and ninth graders and 50 high school students. Both success and failure schemas appeared to exist, but the academic failure schema was only observed for the variable self-description time. (SLD)

The causes of violence in schools, as in society, are multiple and complex; they are rooted in the intolerable economic and social conditions created by Brazil's development model, characterized by unequal wealth distribution, widespread poverty, and an exclusive society. By mirroring this exclusionary process, the educational system is inherently…

This study followed 206 adolescent boys and their families from the fourth through eighth grade to test a model for conduct-related school failure. Results indicated that low parental academic achievement was associated with ineffective discipline practices and child antisocial behavior in the sixth grade and that ineffective discipline had a…

Common causes of program failure are failure to meet expectations; presentation method; lack of interaction time; failure to adhere to schedule; lack of applicable information; poor service; lack of assistance in implementing new ideas; failure to account for cultural diversity; content already known; and failure to give presenters information…

Factors affecting program participants' failure to learn as expected include (1) carelessness in details; (2) confusion over program goals; (3) lack of commitment from management, participants, or trainers; (4) lack of clarity and courage; (5) lack of cultural sensitivity; and (6) disagreement between educators and learners about what is to be…

Garber and D. Hodge argue that preschool education should not be asked to inoculate children against school failure. It is enough that it supports the experience of learning. H. H. Spitz responds that Locurto has not gone far enough in his criticism, whereas C. Locurto defends his position. (SLD)

Describes how an intelligent and articulate eighth grade student, who could neither read nor write, was able to participate in Directed Individualized Reading (DIR) with the help of books on audiocassettes. (PRA)

Examines research on comparative differences in reading disabilities to determine whether findings corroborate the belief that learning to read in Japanese produces fewer reading disabilities resulting from its writing system. Suggests that there is no perfect orthography and that a small percentage of children will have difficulty in learning to…

Many language teachers experience frustrations about their lack of success in developing fluency in their students. Reasons for the difficulties are discussed, and the avoidance of short-cuts is advocated. (LB)

Data describing college students' study orientations in relation to their evaluations of courses and preferences for different kinds of learning environment are reexamined in light of recent suggestions that failing students perceive their learning context atypically. Implications of this disintegration of coherent perception patterns are examined…

Examined the beliefs of children 7 to 12 years of age about the effectiveness of effort, attributes, powerful others, luck, and unknown factors in producing outcomes in school performance and friendship. (RH)

Principals can help at-risk students in the middle school by identifying them early; scheduling them with counselors and teachers who can meet their needs; keeping in close contact with teachers about student grades; and offering opportunities for academic success. Finally, the entire staff must support the philosophy that failure is not an…