Describes three experiments exploring the learning of new words by university students. Among the findings are (1) students can learn word spellings while reading them in context, and (2) instructions to learn words and additional representations of a word facilitate learning. (HOD)

Examines how school writing tasks (notetaking, answering study questions, and essay writing) interact with three measures of learning (recall, concept application, and gain in passage-specific knowledge). (HOD)