This monograph is based on a doctoral thesis submitted to the faculty of the Graduate School of the University of Minnesota in August 1969. (MG)

Out of 70 answers to questions concerning the chemistry involved in an "orange tornado" demonstration, only 10 were partially correct, others totally wrong or showing major errors in understanding, comprehension, and/or reasoning. Demonstration and reactions involved, selected incorrect answers, and a substantially correct answer are discussed.…

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

The effectiveness of having 51 students generate their own headings for scientific text is assessed. Results reveal that generating headings enhances performance on a number of recall measures compared to either author-provided headings or no headings. (Author)

Discusses a retelling performance checklist that uses elements of story grammar to help teachers assess comprehension in a meaningful way. (FL)

Reveals that only three structures--confrontation, episodic, and plotless--accounted for 87 percent of the story selections in six basal reader series. (FL)

It is important that teachers test not only knowledge, but also comprehension, application, synthesis, and evaluation. Several suggestions for test items in physical education are presented. (CJ)

Examined six- and eight-year-old children's use of contextual expectations to detect inconsistencies in story information and their ability to discriminate between information that resolved or was irrelevant to these inconsistencies. Results showed that six-year-olds frequently detected inconsistent events but that they failed to discriminate…

Tested competing hypotheses about the acquisition of terms that refer to relationships in both time and space. Hypotheses were as follows: (1) language of time is acquired as a spatial metaphor; and (2) differential experience with the dual senses of each term results in different acquisition patterns depending upon which sense dominates actual…

Implies that instruction can help students improve in reader-based processing of text and that strategies for making schema-general questions story-specific are necessary for processing, storing, and retrieving information from complex short stories. (AEA)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)