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| Child Development | 2 |
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| Brown, Ann L. | 8 |
| Smiley, Sandra S. | 2 |
| Baker, Linda | 1 |
| Campoine, Joseph C. | 1 |
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| Reports - Research | 5 |
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Download full textBrown, Ann L.; And Others – 1978
Brown and Barclay (1976) trained educable retarded children to use either of two memory search strategies, Anticipation or Rehearsal, involving a self-checking component. Following the training, both their free recall performance and their ability to estimate their readiness for a recall test improved significantly. In the present research, the…
Descriptors: Elementary Education, Followup Studies, Memorization, Mild Mental Retardation
Peer reviewedBrown, Ann L.; Smiley, Sandra S. – Child Development, 1978
Reports three experiments which tested the hypotheses that: (1) as they mature, students become better able to identify the essential organizing features and crucial elements of text, and (2) that this ability is an essential prerequisite for effective use of a limited processing capacity and restricted time when studying. (JMB)
Descriptors: Age Differences, Elementary School Students, Organization, Prose
Peer reviewedBrown, Ann L.; And Others – Child Development, 1978
The ability to select suitable retrieval cues and the main ideas of prose passages was examined in fifth through twelfth graders and in college students. (Author/JMB)
Descriptors: Age Differences, College Students, Cues, Elementary School Students
Brown, Ann L.; And Others – 1977
The ability to select (a) suitable retrieval cues and (b) the main ideas of prose passages was examined in college students and in school students between fifth and twelfth grades. The ability to select the main elements of texts improved over the entire age range studied and was not affected by experience studying and recalling the passage.…
Descriptors: Content Area Reading, Experience, Higher Education, Intermediate Grades
Baker, Linda; Brown, Ann L. – 1980
The importance of metacognition to the process of critical reading is discussed in this report. Specifically, the report covers two areas of research: (1) reading for meaning, which involves the metacognitive activity of comprehension monitoring, and (2) reading for remembering, which includes identifying important ideas, testing one's mastery of…
Descriptors: Content Area Reading, Critical Reading, Elementary Education, Metacognition
Brown, Ann L.; Smiley, Sandra S. – 1977
The strategies of children and college students were examined as they attempted to study texts. College students, under various intentional learning instructions, displayed a repetitive diagnostic pattern. Following extended study they improved recall of important, but not unimportant, elements of texts. Eleventh and twelfth graders conformed to…
Descriptors: Content Area Reading, Higher Education, Intermediate Grades, Learning Processes
Peer reviewedBrown, Ann L.; Campoine, Joseph C. – Intelligence, 1977
Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. Two groups (high and low functioning) of educable mentally handicapped children consisting of 70 Ss' average age 127 months' were tested for strategies in their approach to memory and problem solving tasks and for their responsiveness to strategy…
Descriptors: Age Differences, Cognitive Development, Elementary Education, Exceptional Child Research
Brown, Ann L.; And Others – 1980
Focusing on how teachers can devise instructional routines to help students learn to learn, this paper discusses mechanisms for training students to devise their own strategies for learning. Because of the dominance of deliberate memory strategies in training research, the paper begins with a brief consideration of such literature, then proceeds…
Descriptors: Critical Reading, Elementary Secondary Education, Learning Processes, Learning Strategies
