Aimed both at readers interested in cognition and/or writing and at instructional psychologists, this book explores the notion that various writing strategies involve different kinds of thinking, which ultimately affect the written product. The first part presents concepts central to the writing process, including two models of this process, an…

Noting that researchers in the fields of cognitive psychology, artificial intelligence, and linguistics are taking a constructivist view of reading comprehension, this paper undertakes a comparison of that view with views concerning comprehension that have been expressed at the Claremont Reading Conferences over the past 50 years. The first…

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

This book will help teachers examine and choose reading assessment in relation to current understandings of the reading process, students' development, and the culture of schooling. Each chapter focuses on a particular type of reading assessment to familiarize teachers with the broad array of assessments available; uses the CURRV framework as an…

This monograph is designed to provide practical classroom suggestions, including sample lesson plans, to show how teachers can improve the problem-solving competence of students at all educational and ability levels. The examples provided show that problem-solving instruction can be integrated with teaching the content of particular topics. While…

A state of the art report on the development of native and second language reading skills in nonnative English speakers begins with a review of the reading process and the relationship of language to the reading process. The second chapter reviews various levels of language and relates them to reading and learning to read a first and second…

Teachers of academic English cannot teach content directly, prepare students for all academic tasks, eradicate error, or teach the full range of academic vocabulary. However, they can teach task and genre awareness, encourage use of all skills and higher-order thinking, require exploitation of resources, and encourage self-evaluation. (11…

The technique individuals use to narrow the possible responses in "solicits" (demands, requests, or questions requiring a response) in and outside the classroom often helps to avoid miscommunication and can be a useful tool for classroom teachers. A narrowing exercise was completed by 35 classes of native English and English as a second language…

Two key parallels exist between reading and writing, each with profound implications for the teaching of these skills, and which can be adapted for the situation in Japanese high schools, where reading and writing classes are separate. First, on a theoretical level, writing and reading are cognitively similar in that they are both active and…