Investigated whether academic acheivement could be predicted from rates of specific task-oriented and non-task-oriented behaviors. A total of 103 4th graders in 2 schools were observed for 9 days during arithmetic periods. For each school, multiple regression equations (multiple Rs) were generated using rates of specific behaviors as independent variables and scores on the Stanford Achievement Test as dependent variables. The final multiple Rs for predicting arithmetic achievement in the 2 schools were .69 and .63. Cross-validation procedures resulted in correlations of .58 and .50. Final multiple Rs for predicting reading and spelling achievement from the arithmetic observational data provided moderate multiple Rs of .66 and .50. On cross-validation, 1 correlation was maintained. Implications of the findings for helping young children achieve academically are discussed. (18 ref.)

No abstract

No abstract

Training in academic survival skills was compared with direct instruction'via curriculum individualization on reading achievement. Teachers in two classrooms were trained in the contingent reinforcement of group survival skills (GSS); one teacher was given specific instructions in the construction and use of a programmed, individualized reading curriculum (DI); and one teacher was given no new instructions. Children in all classrooms were observed and tested before and after intervention. Both GSS and DI approaches resulted in improved reading achievement when compared with the control group, but only the specific survival-skill training increased the proportion of children's survival-skill behaviors. It was concluded that achievement may be increased directly through curriculum improvements or indirectly through increasing behaviors which are prerequisites for academic achievement.