Discusses research on Australian Aboriginal cognition which relates to the development of appropriate educational software. Describes "Tinja," a software program using familiar content and experiences, Aboriginal characters and cultural values, extensive graphics and animation, peer and group work, and open-ended design to help young…

Discusses four principles derived from theory and practice that make incorporating writing into any class easy and worthwhile: (1) creating audience awareness, (2) making writing tasks consequential, (3) varying writing assignments, and (4) using writing to help students integrate new material into what they already. (FL)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

Describes the Modified Guided Silent Reading Procedure (MGSR), which provides an instructional framework for teaching complex literacy and learning strategies to fluent readers of about nine years of age and above. Notes that the MGSR is student centered and consistent with beliefs about language and learning that underpin programs aligned to a…

Presents a rationale for strategy training to help teachers develop instruction in comprehension strategies for academically underprepared college students. Highlights basic components and presents strategies that have proved to be effective in helping students improve their comprehension processing. (RS)

Maintains that the process of learning to write summaries is a long one, accomplished in stages as text-related variables interact with the developing writer. Notes that students who receive direct instruction in summary writing based on their developmental level are successful. (RS)

Develops an Information Text Reading Activity (ITRA), a conceptual framework for presenting reading lessons that will engage students in reading informational text actively. Notes that the framework provides a basis for selecting and evaluating instructional activities and assists the teacher in moving students toward independence in learning. (RS)

Describes a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

Provides a basis for understanding reading comprehension through the interactive components of metacognition (person, goal, task, and strategies). Suggests specific classroom techniques to encourage students to become self directed readers. (RS)

Reviews relevant research in reading comprehension strategies and cooperative learning methods. Describes reading strategy groups as an approach for content area instruction, along with practical suggestions for implementation. (JD)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)

Describes a planning model (PLAE--preplan, list, activate, evaluate) that provides a practical and flexible guide in how to determine one's own learning tasks, how to select and schedule the most appropriate study strategies for those tasks, and how to activate and evaluate a plan in terms of its efficiency and effectiveness. (HOD)