The purpose of the present study was to explore children's understanding of external symbols by examining the relationship between children's production and comprehension of graphic notations and verbal messages. Fifty-six children between the ages of 5 and 7 years were asked to produce both notations and a spoken message relaying to their…

Many factors influence a student's performance in word (or textbook) problem solving in class. Among them is the comprehension process the pupils construct during their attempt to solve the problem. The comprehension process may include some less formal representations, based on pupils' real-world knowledge, which support the construction of a…

Describes a five-step task analysis approach used in a clinic to teach reading. (RB)

Shows how task analysis helps reading teachers to understand the learning processes that are required for developing specific comprehension skills. Gives an example whereby task analysis is applied to teaching children to remember the sequential events from a reading selection. (RL)

Sinclair-de Zwart's findings on relationships between cognitive and linguistic development were compared with data gathered in Australia from 162 first-, second-, and third-grade Greek-English bilinguals (tested in both languages) and 136 English monoglots in the same classroom. (Author/CS)

A series of three experiments was conducted for the purposes of (1) clarifying problems of previous research on the relationship between working memory capacity and performance on figural analogy tasks, and (2) exploring developmental issues concerning executive strategies, working memory capacity, and perceptual processing. Directly manipulating…