Two studies of children learning to read (one before the introduction of phonics instruction, the other while phonics instruction was being given) found that error-target similarity increased with reading attainment. This suggests that while reading aloud, considerable knowledge of spelling develops independently of explicit use of phonics. (CMG)

Four basic types of student errors in computation are noted and described. These are: (1) mechanical, (2) careless, (3) conceptual, and (4) procedural. It is felt many teachers deal with all errors as if they were of the unhabituated procedural type, with not enough attention given to other possibilities. (MP)

This study was designed to follow up earlier work on mapping instruction. The two main goals were to: (1) test the effectiveness of mapping instruction as a general cure for "buggy" subtraction algorithms, and (2) explore two alternative explanations of how this new form of instruction works. It was hypothesized that mapping cures bugs…

Data is presented in support of the assertion that the interlanguage hypothesis should be extended from adult second language acquisition settings to those non-simultaneous child language acquisition settings where the major sociolinguistic variable is the absence of peers who are native speakers of the target language. (Author/RM)

Research on the psychological processes involved in early school arithmetic has now accumulated sufficiently to make it possible to construct a coherent account of the changing nature of the child's understanding of number during the early school years. This monograph presents an account of how number concepts are extended and elaborated as a…

This literature review explores the phenomenon of dysmathematics and problems in its definition. Dysmathematics is suggested as a modern term for low achievement in mathematics. This document addresses: (1) concomitant variables associated with dysmathematics; (2) mathematical characteristics of dysmathematicians; (3) diagnosis and prescription…

An overview is presented of information processing analyses of knowledge and performance in three areas of the elementary mathematics curriculum: basic addition and subtraction facts, complex procedures such as multicolumn subtraction, and the solution of word problems. Theories of the knowledge associated with "expert" performance are discussed.…