Children in grades 1, 3, and 5 were asked to decide whether selected contradictory sentences were true or false. The age at which children were first able to evaluate the false sentences correctly corresponded to the relative speed with which adults evaluated the sentences in a timed vertification task. (Author/JMB)

Findings suggest that spatial relationships are established earlier in a developmental sequence than temporal relationships. (RB)

The purpose of this publication is to point out that reading comprehension questions frequently assess only literal comprehension, and to suggest kinds of questions that involve broader levels of comprehension. The publication first presents two reading passages; for each one it lists sample questions that involve only literal comprehension and…

Discusses how the learning of reading skills can be combined with the teaching of musical skills. (MM)

Provides a rationale for using television as a means of instruction and presents a model for capitalizing on television as a connection to reading. Includes a sample task sheet. (TJ)

Teaching active comprehension helps students learn to ask their own questions and guide their own thinking. (MKM)

Experimenters analyzed a prose passage into 350 idea units, then interspersed throughout the text pictures depicting main ideas, or both main ideas and nonessential details. For fourth- and sixth-grade subjects, pictures did facilitate both immediate and delayed recall, but only of main ideas. (Author/JEG)

Metaphors of similarity and proportionality, together with a pictorial form of similarity metaphors, proverbs, and several Piaget-type cognitive tasks, were given to 50 boys aged 5 through 13 years. Results indicated that metaphor comprehension is a type of classificatory behavior, the development of which is related to maturing cognitive…

This study examines developmental differences in third and sixth graders' and college students' use of distinctiveness, consensus, and consistency information for making causal attributions. (CM)

In this study 60 first and fourth graders selected pictures that best represented the meanings of sentences read to them. Results indicated that children were instantiating the target words with specific concepts rather than bringing to mind abstract, undifferentiated meanings. (HOD)

Suggestions for improving listening and questioning skills in elementary school children are offered, since children do not always think to ask questions when something is not clear to them. (MJB)

The development of cognitive processes is essential to the development of reading comprehension skills. (MKM)

Skills development in reading should be balanced with reading, listening, and talking activities which focus on content and themes, so that reading comprehension is also developed. (SJL)

An exploration of children's responses to some of the Caldecott prize-winning books, using a Piagetian-type interview. An attempt is made to find out why some children are "turned off" by books that, from all ostensible evidence, are of high quality. (CS)

One hundred thirty-six 5-to-10-year-old Israeli children were given three black and white photographs of a highway, a column of identical tanks, and a row of elephants, and were asked some questions on each one of the photographs in order to elicit responses of three-dimensional perception. (CM)