Duced Exactly as Received from the Person or Organization Ormin Ating It Points of View or Opinions Stated Do Not Necessarily Repre Sent Official National Institute of Education Position or Policy

DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY A Non-Recursive Analysis of Antecedents to Reading Achievement

The purpose of this study was tc identify the relationship between reading Lchievemert and a set of social and individual variables through the use of a critical path analysis. Data, taken from Cycle II of the Naticnal Health Examination Survey, included statistics on a national sample of 7,119 children, ages six through eleven years. Four variables were included in this study: sex, race, age, ...

The Person or Organization Origin Ating It Points of View or Opinions Stated Do Not Necessarily Repre Sent Official National Institute of Education Position or Policy

Duced Exactly as Received from the Person or Organization or Igin Ating It. Points of View or Opinions Stated Do Not Necessarily Repre

Duced Exactly as Received from the Person or Organization Origin Ating It Points of View or Opinions Stated Do Not Necessarily Repre

This paper is a discussion of The Churchill School, founded in 1972 as an alternative approach to serving the educatiOnal needs of children diagnosed as hyperactive, hyperkinetic, brain damaged, neurologically impaired, or suffering from minimal brain dysfunction. The school has a student body of 65, ranging between 6 and 13 years of age. The educational program attempts to be holistic in natur...

The Person or Organization Origin Ating It Points of View or Opinions Stated Do Not Necessarily Repre Sent Official National Institute of Education Position or Policy

This paper elucidates the implications of life-span developmental psychology fOi theory and method in the field of child development. Emphasis is given to three theoretical issues: (1) historical-evolutionary versus ontogenetic components of change, (2) the role of chronological age, and (3) continui4y versus discontinuity in the description and explanation of behavior development. Two methodol...