Abstract
This study was undertaken to explore how elementary school children employ help seeking as a means of problem solving in the classroom. In-depth naturalistic observations were made of high-, average-, and low-ability students in reading and math classes at the first-, third-, and fifth-grade levels. Overall, children's rates of help seeking were higher in math than in reading. Boys and girls did not differ overall in the amount of help sought. Boys and girls did differ, however, in the type of help they requested. Children of different ability levels were found to vary not only in rate of help seeking and type of help requested, but also in the type of responses elicited from their helper choices. Implications of these findings for children's achievement, learning, and social adjustment in the classroom are discussed.
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