Examines and defines concept maps, describes how concept maps are constructed, and explains why concept mapping is a workable tool for meaningful learning and understanding. Compares concept maps with objective and essay exams and offers evaluation/scoring suggestions. (RS)

Examines the roles of orthographic, meaning, and phonological processors in children's word recognition. Finds that graphemic complexity accounted for the highest amount of variance at each level, with other variables shifting across age in a pattern consistent with a stage development model of word recognition. (RS)

Reviews studies from 1979 to 1994 that examined adult reading achievement by comparing the efficacy of computer-assisted instruction with traditional methods. Finds that, despite considerable variability in design sophistication, 10 of the 21 studies found no statistically significant differences, 5 failed to indicate significance, 2 showed mixed…

Compares reading-disabled students' instructional levels yielded by the Ekwall Reading Inventory and the Metropolitan Achievement Test. Finds that both instruments provide instructional-level designations to help place students in appropriate materials but little correspondence between the instructional levels of the two measures. Suggests that…

Investigates 68 primary grade teachers' self reports of familiarity, utility, and perceived applicability of content reading strategies. Finds that teachers did not appear to be familiar with recommended content reading strategies. Finds also that years of teaching at the same grade level and workshop attendance appeared to have a positive impact…

Finds (1) no relationship between stance taken in a free response and types of intertextual or autobiographical connections made by students in grades four, six, and eight; (2) descriptions of meaningfulness of intertextual and autobiographical connections was related to students' grade level; and (3) students made more connections to television…

Compares whole language, literature-based, and basal reader literacy instruction in terms of the Elementary Reading Attitude Survey, the Reader Self-Perception Scale, and the Writer Self-Perception Scale. Finds that a literature-based approach to reading and writing appeared to exert superior impact on intermediate-aged children's affective…

Draws comparisons between children's and pre- and inservice teachers' responses to "Sarah, Plain and Tall." Finds that discussion played a formative role in shaping adults' responses to the book, the nature and direction of those responses, and their understanding of children's responses. Discusses implications for teachers to better understand…

Examines seven articles that employed path analysis to test causal models of the acquisition of literacy or the reading-writing relationship. Reveals that, although such analysis holds promise for a better understanding of the components of literacy, several potential difficulties remain for those attempting to synthesize this body of literature.…

Compares the effects of utilizing children's books incorporated into a themed literature unit with the effects of using a textbook in an elementary social studies class. Finds that students taught using the themed unit showed significant gains compared to the group taught with the textbook and that the subjects using the themed unit reacted…

Compares the characteristics of children's books that received critical acclaim from adults and were "Children's Choices" to books that received critical acclaim only. Finds that the stylistic and structural differences between the two groups of books are more apparent than variations in themes. (RS)

Compares results of a modified whole language approach (incorporating daily 15-minute total class phonics instruction) with those obtained from a popular basal approach. Finds that students in the whole language classes made greater gains in phonics, vocabulary, reading comprehension, and total reading achievement than students in the basal…

Concludes that vocabulary knowledge can produce effects on reading comprehension, but that the nature of the effects depends on the method used to present the knowledge and the manner used to measure reading comprehension. (FL)

Examined children's reading difficulties from the perspectives of the children, their parents, and their teachers. Finds that children, parents, and teachers may not define problems with literacy learning in the same ways and that these differences could influence remedial efforts at home and at school. (RS)

Studies the effects of visual elaborations on the cognitive processes of adult learners. Compares the effects of two types of visual elaboration strategies on immediate and delayed recall. Suggests that the incorporation of visual elaboration strategies produces a greater depth of processing, leading to better recall. (HB)