The present study investigated the development of fraction comparison strategies through a longitudinal analysis of children's responses to a fraction comparison task in 4th through 6th grades (N = 394). Participants were asked to choose the larger value for 24 fraction pairs blocked by fraction type. Latent class analysis of performance over item…

These proceedings contain the abstracts of papers of EDUSREF 2019, which was held in Ankara, Turkey on 28-29 June 2019. Establishing in 2018 as a scientific initiative; Education, Society & Reform Research (EDUSREF) is an International Conference that aims to bridge the knowledge gap, promote social research esteem, and produce democratic…

The ability and to make good estimates is essential, as is the ability to assess the reasonableness of estimates. These abilities are becoming increasingly important as digital technologies transform the ways in which people work. To estimate is to provide an approximation to a problem that is mathematical in nature, and the ability to estimate is…

Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games…

The SCORER learning-strategies approach was used to teach 28 middle school students how to take tests. SCORER refers to Schedule, Clue, Omit, Read, Estimate, Review. Benefit of instruction was measured in terms of near and far generalization. Results are discussed and recommendations are made. (Author/MT)

The study examined 40 learning disabled fourth graders' spelling performance in response to strategy training and variations in study conditions. Students who were taught the five-step study strategy recalled correct spelling of more words than controls. However, spelling performance of students who received strategy training was not…

Microanalysis of problem-solving activities of 10 learning-disabled and 10 normally achieving children (ages 10-12) found that, although normally achieving subjects reached more sophisticated levels of strategy use, there was no evidence that the learning-disabled subjects were inactive, passive, or maladaptive in their problem-solving attempts.…

For over three years, University of Arizona staff have been reviewing middle school curricular materials in various content areas to identify exemplary models. Study disclosed only 1 exemplary mathematics curriculum (18-year-old Real Math series by Open Court) and only 1 superior science curriculum (Canadian Science Plus series). No comprehensive…

Visual imagery as a factor relating to spelling performance and retention was compared with auditory and kinesthetic factors among children in grades 4, 5, and 6. Results revealed that visual imagery was superior to auditory for both spelling and retention. (Author/MT)

One hundred seventy-two fifth grade students read a short, expository passage and answered postquestions. One week later, subjects' recall of the questioned information was superior to their recall of the unquestioned information. (Author/BW)

The investigation of cognitive factors responsible for the arithmetic learning problems of fifth graders found that children with arithmetic learning problems were characterized by very slow operation execution. No support was found for theories that inefficient number encoding or inappropriate strategies are characteristic of this population.…

Compared two different guided questioning strategies and unguided questioning and assessed the knowledge construction of 48 fourth and fifth graders in the questioning conditions. Results support the conclusion that questions designed to access prior knowledge and experience are more effective in enhancing learning than questions simply designed…

Metacognitive strategy instruction was used to teach two deaf children (ages 11 and 12) with differing American Sign Language and English language skills to summarize stories in writing. The instructional program used a knowledge of text structure--specifically story structure--to improve literacy skills by enhancing the children's ability to…

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)