Demonstrates that many three- and four-year olds' attempts to read familiar print are highly organized, and indicate attention to graphic detail in some contexts. Also concludes that letter name knowledge alone does not explain children's shift from using meaning-oriented strategies to using both meaning and print-oriented strategies. (JAD)

Examines the effect of cooperative learning strategy manipulations on the enactment and recall of a medical procedure. Reports that, in all groups, recall of the procedure was enhanced by prior performance, while performance was enhanced by prior recall in only two of the four groups. (MM)