This book shows content area teachers in middle and high schools how to boost student achievement by including lessons and strategies which focus on students' reading comprehension without detracting from content area focus. These mini-lessons and strategies are research-based and address the specific literacy challenges of each particular subject…

The objective of the present investigation was to examine the comparability of writing prompts for different gender groups in the context of the computer-based Test of English as a Foreign Language[TM] (TOEFL[R]-CBT). A total of 87 prompts administered from July 1998 through March 2000 were analyzed. An extended version of logistic regression for…

This study explored the combined influences of daily activities and autonomy in activity engagement on adolescent daily positive and negative moods. Ecological momentary assessments (EMA) were used to obtain information about 8th- and 10th-grade students' (N = 517) mood, activities, and situation throughout the day. Participants responded to…

This document presents the proceedings of 16th Annual Research Forum held June 15, 2011, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) The Effects of Prompted Math Journaling on Algebra 1 Students' Achievement and Attitudes (Heidi I. Arnold); (2) Group Work and Attitude…

This report describes the development of grade norms for timed-writing performance in two modes of writing: persuasive and descriptive. These norms are based on objective and automatically computed measures of writing quality in grammar, usage, mechanics, style, vocabulary, organization, and development. These measures are also used in the…

Presents a study designed to replicate the phenomenon of age-related increases in the efficacy of pictorial media, relative to verbal, for presenting paired-associate items and elaborate prompts to young children. Also evaluated two hypotheses which involved semantic encoding and verbal decoding. (Author/SDH)

Mentally retarded adults (N=180) were asked 30 yes/no questions, to determine if their acquiescence is explained by indiscriminant yea-saying in response to the yes/no question format or due to subjects submitting to the influence of the interviewer. After selected questions, the interviewer either nodded his head "yes" or shook his head…

The study examined an approach to train three adolescents with moderate mental handicaps to use the conversational skills of initiating a topic and continuing the conversation by cueing an adult listener to speak. The instructional techniques of modeling, prompting, delay, and social reinforcement were used in intervention. A single subject…

Research based on author's doctoral dissertation, submitted to the Graduate School of the University of California at Los Angeles.

SIX SEPARATE STUDIES, ALL CONCERNED WITH GUIDED TRIALS DURING THE LEARNING PROCESS, WERE REPORTED. SPECIFIC ASPECTS COVERED BY THE RESEARCH INCLUDE--(1) GUIDANCE AND SYMBOLIC LEARNING AND (2) GUIDANCE AND SEQUENTIAL LEARNING. VARYING NUMBERS OF COLLEGE UNDERGRADUATES WERE USED AS SUBJECTS IN THE SIX EXPERIMENTAL PROCEDURES. THESE INCLUDED--(1)…

VERBAL CUEING UNDER CONDITIONS COMPARABLE TO THE CLASSROOM WAS STUDIED TO TEST THE HYPOTHESES THAT THE SPECIFICITY OF VERBAL CUES DURING TRAINING IS INVERSELY RELATED TO BREADTH OF TRANSFER OF THE ABILITY TO DISCOVER A PROBLEM SOLUTION IN THE ABSENCE OF CUES. THREE DIFFERENT EXPERIMENTS WERE CARRIED OUT, EACH UTILIZING 50 TO 150 CHILDREN AS…

While a low error rate is considered desirable in programed instruction, it does not necessarily indicate an adequate program since the answer may be highly cued in ways unrelated to the major content of the items. A 377-item section of a psychology program was altered by choosing different words or phrases to leave blank for the subject to…

Prompts in concept classification normally occur on the stimulus, while in memorization tasks prompts customarily are given on the response. Opposite results have been obtained for these two tasks with excessive prompting. This study used English-Russian word pairs to compare stimulus prompts (underlining the English word) with response prompts in…

Prompted learning and transfer were compared for mildly retarded (N=26), average achieving (N=15) and above average (N=15) children (ages 11 to 16 years). Subjects learned a problem solving strategy which utilized a graduated series of prompts. Retarded children required more assistance and more training to learn and transfer the trained strategy.…

This looks at studied the effects of cognitive and behavioral orienting activities and practice on learning of cued and uncued information by 54 ninth-grade students. Variables are orienting activity, student ability, content cueing, and practice. Results are presented. (Author/MT)