Theories of writing development posit several component skills as necessary to the writing process. This meta-analysis synthesizes the literature on the correlation between these proposed component skills and writing outcomes. Specifically, in this study, we examine the bivariate relationships between handwriting fluency, spelling, reading, and…

This article briefly summarizes findings from a review of 95 empirical studies of games used in instruction. The article suggests that such efforts are best assessed as transfer from game play to performance on external tasks that are targeted by the instruction. Review findings suggest that such transfer may be expected only if the cognitive…

This article reviews the corpus of research on feedback, with a focus on formative feedback--defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning. According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific. Formative feedback is…

Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are…

This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001), most specifically the cognition vertex of that triangle, to the unique learning characteristics of students with significant cognitive disabilities in developing and demonstrating academic…

Four aspects of the study of mnemonic devices are discussed: (1) justification for research; (2) classification of common mnemonic devices; (3) description of properties of effective cognitive cuing structures; and (4) discussion of methodological problems in past research. Also included is a description of the recent history of research on…

A model of self-regulated learning is proposed as a structure for analyzing cognitive processes involved in self-regulation and for interpreting findings from disparate research traditions. The model is used to examine recent research on how feedback affects cognitive engagement with tasks and the relationship between engagement and achievement.…

Seventy-six empirical investigations relating to a particular academic domain and involving connected discourse presented in writing or on a computer were reviewed. From the analysis, six premises were proposed as guides for further research and practice in the area of subject-matter knowledge and interest in text processing. (SLD)

The claim that knowledge alone accounts for variance of memory and development (MAD) is critiqued. Topics include the movement toward a knowledge-based view of MAD and problems with this approach; data suggesting that domain-independent strategies influence MAD; and evidence for a domain-independent tool of developmental import. (SLD)

Two views of clinical problem solving (CPS) are compared. When research on teachers' cognitions was initiated in 1974, the concept of CPS was invoked primarily in terms of diagnosing and treating dysfunction. Presently, educators have reached a different, hierarchical view. This shift brings teaching closer to art and farther from science. (SLD)

Certain misunderstandings in science, mathematics, and computer programing reflect analogous underlying difficulties. These misunderstandings are examined through four knowledge levels: (1) content; (2) problem-solving; (3) epistemic; and (4) inquiry. Analysis of several examples shows that misunderstandings have causes at multiple levels, and…

This article discusses the importance of studying interest and reviews research on the association between interest and prior knowledge to conclude that there is a substantial linear relationship between the two. A model of the interest-knowledge relationship is updated, and the similarity between interest and curiosity is explored. (SLD)

Ways in which scientists and science students respond to anomalous data are analyzed. There are seven distinct ways in which they respond, only one of which is to accept the data and change theories. Factors that influence theory change and implications for science instruction are reviewed. (SLD)

Diagnostic assessment combining cognitive science and psychometrics, cognitively diagnostic assessment (CDA), is characterized in terms of the intended use of the assessment and methods of developing and evaluating assessments. Societal trends motivating the development of CDA and efforts to develop a five-step methodology for CDA are outlined.…

Literature on word processing (WP) and writing in elementary classrooms is reviewed. Five propositions are constructed to provide a schema for understanding what is known and needs to be learned about young writers and WP. WP's effects on students' composing processes, written products, attitudes, and keyboarding/systems skills are considered.…