Fifth-grade learning disabled and skilled readers (N=32) were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. Results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. (Author/JW)

Examines how students make and revise meaning when writing in purposeful, informal ways about their interpretation of literary texts. Also reveals five ways in which students develop their understanding of literature through writing. Suggests a mutually enriching reading-writing process of interpretation. (AEW)

Argues that since students often articulate their meaning in speaking better than they can in writing, teachers should improve their awareness of speech and writing connections. Describes such relationships and suggests teaching strategies using speech to improve writing. Covers group composition, reading aloud, transcribing prewriting…

Analyzes the commentary on the 1984 U.S. vice-presidential debate between G. Ferraro and G. Bush. Suggests that verbal references to the quantity and quality of emotion differed according to whether or not the observer politically favored the candidate. (NKA)

Results of a series of three experiments with four developmentally disabled males (ages 7-13) who exhibited hand flapping and body rocking indicated that some forms of repetitive stereotyped behaviors may serve social functions (e.g., escape from aversive situations), and that teaching a functionally equivalent communicative alternative can be an…

Examines Garfield and Bergin's "Handbook of Psychotherapy and Behavior Change," which emphasizes that marital and family therapy are a type of psychotherapy. Analyzes major findings about nonfamily psychotherapies, applying them to family therapy, and draws conclusions regarding therapists' thinking, emphasizing need for studying applicability of…

Draws an analogy between reading and writing, and between reading and responding to the world. Concludes that reading, like writing and responding to the world around us, is revisionary. (MS)

Uses responses of 77 teachers from eight Illinois rural high schools to 36-item survey to assess amount of time students devote to homework; existence of school homework policy; purpose and type of homework assignments; teacher review, feedback, and grading of homework; and value and significance of assigning homework. (NEC)

Describes a method for teaching developmental writing using reader-response theory and the works of James Joyce and Plato. (HTH)

Details (facetiously) a study that examines why English students do not turn their work in on time. Concludes that numerous distractions, such as "Dear Abby," are responsible for sidetracking students doing research. (NKA)

Research conducted in Western Australian government schools indicates perceived stress among principals, particularly role overload and role conflict. Primary principals experienced greater stress than secondary principals. Suggestions on how the education department can reduce employee stress include altering leadership styles and offering stress…

When urban (N=221) and suburban (N=282) fourth- to sixth-graders judged the level of upset of 22 stressful life events, girls generally judged events to be more upsetting, both cognitively and experientially. Urban children experienced more stressful events than suburban children and judged them, experientially, to be more upsetting. (Author/CB)

In a replication of a study by Warren and Mondy (1971), staff responses to severely mentally retarded adults (N=90) in institutional units, large community units, and small community houses in the United Kingdom were observed. Staff in small community houses showed a greater level of encouragement of appropriate behavior. (Author/JW)

Reviews a criterion-based evaluation of educational software at York University, Ontario, using the York Educational Software Evaluation Scales (YESES). Concern over the quality of available courseware is expressed, and the response of students and teachers is highlighted as the most important criterion for evaluation. (LRW)

Investigates the effects of two types of written comments on student compositions and learning of course content. Supports the idea that content comments seem to help students write better essays. Suggests that writing reflectively and thoughtfully about a topic increases learning of that topic. (JK)