This article discusses (1) assessment of discourse through listening and reading to evaluate comprehension problems; (2) developmental aspects of the relationship between listening and reading comprehension skills; (3) problems with selecting text passages and methods of testing comprehension; and (4) the development of a set of passages and a…

Explains how teachers of students in grades four through six can use the Teaching Games for Understanding Approach and incorporate games invention into the physical education curriculum. A three-step model is proposed: selection and modification of games; teaching games with an understanding approach; and student invention of games. Summaries of…

These two manuals, one designed for students and the other for instructors, offer information on the development of reading, listening, and study strategies. The student manual begins with information on the instructional approach that will be used and the characteristics of active readers, writers, planners, listeners, and students. The…

Argues that bibliotherapy can be used to help children develop reading comprehension skill and to use that skill to understand their own personal and social development in a better way. Provides a list of books suitable for bibliotherapy. (FL)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)

Approximately 500 nonscience major university chemistry students were surveyed to record their interpretations of specific chemical symbolism before presenting modern concepts of atomic and molecular structure, in an attempt to understand the thought processes entering students use as they interpret symbolism. Results are reported and discussed.…

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Drawing from research on reading, this paper suggests various methods of stimulating cognition in beginning readers. Defining cognition as the process by which a person gains knowledge, or understands or comprehends, discussion in the paper centers on the following topics: (1) perceptive and cognitive skills; (2) prior experience; (3) knowledge of…

Argues that strategies for overcoming reading comprehension problems should contain the elements of cognitive and metacognitive training. Advocates a reading/learning/study strategy which involves systematic and deliberate instruction stressing increased comprehension by demonstration and guided practice followed by independent application of the…

This article provides social studies teachers with practical strategies for improving the student's ability to perceive the organizational structure of social studies materials. Sample activities are included. (Author/JR)

Comparison of the comprehension of proverbs of 200 students (50 each in Grades 6, 8, 10, and 12) found growth in proverb comprehension was most pronounced at two transitional points in development: when students move from late childhood into early adolescence, and again when they move from late adolescence into adulthood. Implications for…

The processes of photosynthesis and respiration are basic to the understanding of many other aspects and functions of biological systems. Because of their curricular significance, these processes served as the focal point in an investigation of student conceptions and instructional effectiveness. In this study, students in a college nonscience…

Children in grades two and five explained such weather phenomena as wind, clouds, thunder, lightning, rain, snow, and rainbows during interviews. Results indicate that most students in both grades were at a stage of nonreligious finalism and do not use true causality in explanations. Implications for teaching are discussed. (DH)

Discusses the historical background of Bloom's Taxonomy. Asserts that the Taxonomy contains elements of sex bias. Describes Women's Ways of knowing along with a comparison of the perspectives and implications of both approaches. (CFR)