Examines the effect of verbalization on the formation and retention of mental images in children in kindergarten, first, and fifth grades. Reports no self-generated verbalization effect with gender or ability level and no retention effect. (Author)

Examines science textbook language and determines some characteristics of them: distant authorial voice, concern for precision, limited context, limited syntax, and rhetorical model. Suggests three further researcher needs. (YP)

Investigates whether enriching text with analogies, similes, and metaphors has an impact on student cognitive learning and attitudes. Reports no gain on achievement, negative gain on attitude, no gain on proposition recall test, and negative gain on student attention to the text. (YP)

Reports on a study of the interactions of students in Australian high schools and was designed to focus on "target students" who monopolized whole class interactions. Students who were asked by teachers to be target students tended to have higher formal reasoning ability and achievement levels than the other students. (TW)

Reports on a study that investigated the effects of various instructional practices on programming proficiency focusing on characteristics of Pascal classes. States that instructional practices involve extensive on-line access, explicit instruction, and extensive feedback. (ML)