Recent studies have proposed developments to the Simple View of Reading to reflect reading development across age groups and differences among learner profiles and account for additional factors that explain reading comprehension performance beyond word recognition and language comprehension. One of these proposals is the inclusion of cognitive…

Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, a.k.a. "frontier words" (Durso & Shore, 1991), may be good targets for instruction precisely because they are already familiar. However,…

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Educator preparation in comprehension strategy instruction (CSI) is essential to meeting the needs of English learners (ELs) in contemporary schools. This article provides teacher educators and professional developers with concrete examples of practices to prepare classroom teachers in comprehensive strategy instruction, based on an experimental…

Computers have taken an increasingly prominent role in education around the world in recent years in developed and developing countries alike. As developing country governments have turned their focus from increasing enrollment to improving the quality of education in their schools, many have made access to computers a key component to their…

The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…

Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…

This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43…

TO DETERMINE WHETHER SIGNIFICANT DIFFERENCES EXIST IN SKILL PERFORMANCE AS A RESULT OF HEAD START EXPERIENCE AND TO DETERMINE WHETHER THESE DIFFERENCES EXIST BETWEEN TWO ETHNIC GROUPS, 17 ANGLO-AMERICAN AND 62 MEXICAN-AMERICAN CULTURALLY DISADVANTAGED CHILDREN WERE PRE-TESTED AND POST-TESTED DURING THE SUMMER OF 1965 IN CONNECTION WITH SIX-WEEK…