This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…

Spatial information in science is often expressed through representations such as diagrams and models. Learning the strengths and limitations of these representations and how to relate them are important aspects of developing scientific understanding, referred to as "representational competence." Diagram translation is particularly…

A considerable amount of research has been undertaken to provide insights into the valid assessment of team performance. However, in many settings, manual and therefore labor-intensive assessment instruments for team performance have limitations. Therefore, automated assessment instruments enable more flexible and detailed insights into the…

This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close…

This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3…

We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through 8th grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and…

Recently, there has been growing emphasis on supporting robust learning within intelligent tutoring systems, assessed by measures such as transfer to related skills, preparation for future learning, and longer term retention. It has been shown that different pedagogical strategies promote robust learning to different degrees. However, the student…

Tutors often make use of explanations that do not promote learning. One reason for the ineffectiveness of explanations might lie in tutors' failure to take into account a tutee's understanding in order to individualize instruction. To test whether tutors provide more effective explanations when they are assisted in assessing a tutee's…

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…

This study examined how 2 kinds of help when learning from text and pictures (mapping support and instructional guidance through prompts) influence the coherence formation process of integrating information into a mental model. It also explored spatial abilities and working memory span as potential moderators. In a computer-based setting, 84…

The influence on children's self-efficacy and achievement through observation of peer models learning cognitive skills was investigated. The effects of modeled mastery and coping behaviors were explored. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement. (Author/DWH)

Four theoretical models (Substitution, Suppression, Normal, and Remind) of the effects of lexical knowledge on reading comprehension were evaluated using results of a previous study. Fourth graders recalled texts containing words that were either unfamiliar or recently taught through an intensive vocabulary instruction program. (Author/BS)

Writing instruction featuring pedagogical principles based on a sociocognitive model was investigated with 26 fourth-grade and 16 sixth-grade classrooms (1,123 students). More than 40% of the variance in posttest writing quality scores was accounted for by adherence to the model. (SLD)

Regression analysis of results from 81 fourth graders (41 females) completing several assessments of metamemory indicate that relationships between metamemory and recall depend on assessment method and timing of the child's engagement with the recall task. General metamemory is significantly related to recall on the posttest and near transfer.…