This paper describes a close-up investigation of four advanced language learners' engagement with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension and production of academic vocabulary. The learners first completed a measure of learning style, and then provided introspective and retrospective…

The present study analysed the teaching-learning strategies taking place in classrooms where an educational innovation was implemented. This study is a sequel to a broader, quantitative year-long study by Rojas-Drummond et al. (2016). The latter, original study, included 120 sixth-graders from two (experimental and control) state schools. Both…

The purpose of this study is to determine gender differences and type of learning approaches among Universiti Utara Malaysia (UUM) undergraduate students in English writing performance. The study involved 241 (32.8% male & 67.2% female) undergraduate students of UUM who were taking the Process Writing course. This study uses a Two-Factor Study…

One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee…

This paper discusses an analysis of adult-child social interactions to discover which instructional stimuli are effective in producing a classroom milieu rich in storytelling events. Ten fifth-grade students with low reading scores, eight black and two white, were tape-recorded over 8 weeks as they created stories in their journals and in…

Describes one child's experiences with learning to compose at the computer to illustrate how children have no preconceived expectations and are content to learn the computer's functions as the need arises. Advocates a classroom environment in which children are free to explore the computer's potential at their own pace. (HTH)

Establishes a typology of nine profiles that display how content and form are generated, organized, and reassessed from intention to revision. (MM)

Argues that focusing on perceptual learning styles builds a self-awareness that serves students well because, the more they know about their learning styles, the easier it is to apply that knowledge to learning. The article points out that this process builds classroom community and provides students with opportunities to practice their writing…

Suggests that special education students do well in writing process classrooms that use a variety of approaches, such as cooperative learning, reciprocal learning, and multisensory teaching. Views the writing process classroom as a place where teachers and students respect different learning styles. (TB)

The five bibliographies included here were selected from those of a graduate-level class in methodology for teaching English to speakers of other languages (TESOL). They were selected based on the quality of research and writing, interest the topic might have for other English-as-a-second-language teachers, and student permission. They include:…

Learning styles have been identified as an important variable in the school success or failure of ethnic minorities in America. Whole language is compatible with the style of Native American children. Nebraska's Winnebago Public School teachers of Native American students use a method of writing instruction that is compatible with their preference…

This article suggests several proven strategies to help students move beyond the knowledge-telling stage of writing to the knowledge-transforming approach, which involves not only putting one's knowledge into words but the reflection upon, revision, and improvement of that knowledge. Eleven references are listed. (DCS)

A study was conducted of the effectiveness of summarization training as a means of improving reading comprehension and retention among developmental English students in a community college. A sample of 58 community college students in five developmental reading classes was randomly assigned to either a summarization treatment or control group. The…

A Traumatic Brain Injury (TBI) changes cognition and behavior in students. Their learning needs are different from students with other exceptionalities. General and special education teachers can use specific strategies based on learning style, along with certain resources, with students who have experienced a TBI to promote learning in reading,…

Suggests that learning comes about by recognizing anomalies, experiencing doubt, and making subsequent changes, and uses a study undertaken in a classroom for learning disabled students to illustrate. (JC)