Offers suggestions to help teachers facilitate comprehension before, during, and after reading. (FL)

Conditions under which children learn to read with comprehension are explored; it is argued that the environment of the school must be graded in accordance with the thinking level of children and individualized so that children have different paths available to achieve common understandings and skills. (Author/DS)

The results of experiments conducted with college-age subjects point to analogy and generalization as the most likely mechanisms for transferring spelling/sound correspondences in the absence of knowledge of the existence of the correspondences. (GT)

Reflecting important issues in the lives of educators, the contents of the nine essays in this book range from hope for the almost unlimited potential of the human brain for learning and thinking, particularly through language and literacy, to despair at the individual and social damage caused by efforts to systematize teaching and learning in…

Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…

Creative dramatics or child-oriented dramatic play is a basic educative process that draws upon the learning strategies developed in children's play and relates them to classroom learning tasks. As a structured play process that encourages children to explore the world in ways familiar to them, creative dramatics relates new experiences to old…

Describes an approach to teaching the elementary school curriculum using heuristics, which develops children's critical thinking skills. (SRT)

Affirms that Piaget's theory is superior to behaviorism in fostering learning. (FL)

This dissertation presents a systematic review of literature published from 1861-1974 and available in English which deals with children who may be classified as learning disabled by current federal law. The purposes of the review were to trace the studies of behaviors related to learning disabilities, to identify key studies on which later…

Four experiments investigated memory scanning rates of skilled and less skilled readers. In three experiments, reaction times of skilled readers were faster than those of less skilled readers with reading time partialled out (aloud and silent reading). Differences were not significant when the scan component in answering was minimized. (Author/RD)

Instructional Feature Analysis allows teachers to explain, articulate, and evaluate the processes by which students learn and the activities that involve students in those processes. To develop an Instructional Feature Analysis, teachers must first ask what processes their students need to engage in if they are to learn from a reading assignment.…

A schema developed for the teaching of reading involves five factors: learning, language, clues, mediums of communication, and adaptive processes. Learning involves four tasks, taught in the following sequence: comprehension, comparison of semantic shapes, composition of the whole into parts, and concentration. There are four general language…

Employs a well-developed information-processing task to assess the nature of the representation and activitation of letters and geometrical figures and the changes that occur with reading development. (FL)

The first of a series providing reviews, syntheses (empirical and rhetorical), and reports of reading research, the chapters in this volume treat the question, "What does a child have to know (or be able to do) in order to learn to read?" The book begins with an in-depth logical analysis in historical perspective of the concept of reading…

Twenty children in each of grades 2 and 4 were given a reaction time task of the type in which Sternberg (1969) shows high-speed, serial, exhaustive scanning of information in memory. On each trial subjects were asked to memorize two, four, or six pictures and were then presented with a single picture probe. The subject made a key-pressing…