This symposium examined the status of teaching strategies and ancillary activities that are based upon a perception of the problems that interfere with or prevent the learning of chemistry. (Author/BB)

WISC-R was administered to 76 subjects from rural school districts referred to a consulting school psychologist for learning problems. Each subject's results on old and new color formats of Coding B subtest were compared. Results suggest possibility of a color enhancement effect, at least with students having learning problems. (Author)

Some misconceptions about "squares" encountered among college students as they attempt to master appropriate subject matter in preparation for teaching elementary grades are presented. (MN)

Study of elementary school nonpromotion statistics in three economically different areas of a suburban county reveal that the average nonpromotion rate is three times greater in blue-collar areas than white collar, and multiretention rates six times greater. (MJB)

Contends that communication apprehension in the classroom results in reduced student communication and significantly reduced learning as measured by grades, overall average, and standardized achievement tests. (MH)

A six-year-old with severe conduct disorders and learning delays increased task accuracy and on-task performance and decreased his disruptions after a reinforcement contingency was instituted. Eventually the child assumed responsibility for grading all tasks independently, maintaining high task accuracy. (CL)

This study examines the learning of a gross motor coincidence timing task by children with learning difficulties, compared with that by children of average intelligence of an equivalent chronological age and mental age. Results are discussed. (Author/MT)

Maintains that there is a danger that prekindergarten and kindergarten children may experience learning problems (stress and "educational burnout") in elementary school if they are exposed to developmentally inappropriate teaching methods in early childhood programs. (BB)

Critiques Robert Slavin's interpretation of the mastery learning cumulative research record, expressed in the same "Educational Leadership" issue. Cites the existence of longitudinal studies showing mastery learning's effectiveness and underlines similarities between this model and Slavin's Success for All model. Includes six references.…

Young children can suffer from "fluctuating hearing loss," and it can severely affect their academic achievement. Discusses seven ways schools can assist children with such hearing problems. Most important is early identification of the problem. (MD)

Discusses a learning strategy, employing imaginal processes and verbal mediations procedures, designed to improve reading comprehension in 24 learning disabled students. Indicates significant gains and improvement in reading comprehension over a 15 week treatment period. (MM)

Holds that virtually all children possess informal abilities required for school success and that most problems in school mathematics stem from social, personality, or educational factors. Describes children's informal mathematical thinking, presents clinical observations, and discusses implications for instruction of children experiencing…

Reviews the psychological literature pertaining to identification and relates it to the teaching situation. (FL)

Description of, and guidelines for, a preventative early intervention program designed to provide a strong academic, social, and emotional foundation for postkindergarten students considered to be at risk for future academic difficulties. (Author/DCS)

A computer-based interactive system for diagnosing academic and school behavior problems is described. Elements include criterion-referenced testing, an instructional management system, and a behavior evaluation tool developed by the author. (JW)