Over a century of research on postsecondary learning has documented that students often struggle with the academic literacy demands of college. Academic literacy tasks are the subset of all academic tasks that involve reading and writing and are rooted within larger cultural practices. These demands are challenging, complex, and varied, so…

How does the teaching of climate change and sustainability fit into the teaching of the traditional content and skills of the core science strands? In this article, Rosemary Hipkins responds to this question that was asked by a teacher who is concerned that complex context that dominates the narrative of teaching can cause confusion for students…

This article reflects on the epistemological steamrolling that the 2021 Ofsted Curriculum Research Review (OCRR) accomplishes: in part, by the positioning of the problem and solution through highly selective cherry-picking (omitting key causal factors); in part, through the discursive move of acknowledging complexity before offering simple and…

Zaretta Hammond is a teacher educator, researcher, and consultant committed to supporting leaders, coaches, and teachers in integrating neuroscience with instruction, equity, and literacy. Her work is informed by her classroom experience, her time in organizations such as the National Equity Project, and her own research about how neuroscience and…

Designing developmentally appropriate learning experiences requires an understanding of an instructional strategy known as simplification. Simplification, as the term implies, reduces the level of difficulty of a task, or some aspect of a task, for the learner. This article presents ideas regarding implementation of this strategy to accommodate a…

Educators generally assume that questioning promotes learning and that higher level questions do so better than lower level questions. But there are a number of problems with these assumptions. First, the classification of questions as higher level or lower level is ambiguous. The distinction is confused by such issues as non-controversial…

Discusses some of the complex questions differentiation raises that have been glossed over as unproblematical and questions some of the assumptions underlying differentiation that have remained unchallenged. Areas needing further research are discussed. (13 references) (CK)

This holistic approach to speechreading instruction proposes: enhancement of the child's self-motivation, strategy-based instruction, an interactive processing approach that focuses on meaning and psycholinguistic guessing, bisensory instruction, and a hierarchical continuum beginning with easy, successful activities that gradually increase in…

Controlling the rate of oral delivery in the second language classroom has been demonstrated as beneficial to the learner, whose information-processing capacity is an important factor in listening comprehension. Rate of information delivery can be controlled by limiting the actual rate of words per unit of time, or by maintaining content…

Research has demonstrated that the acquisition of English literacy skills is extremely difficult for many deaf students, that is, students with severe to profound hearing impairments. As a result, there has been a call for the development of bilingual and English-as-a-second-language programs for this population. This research review addresses…

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

Two "sacred cows" inherent in reading instruction for disabled readers are rejected: Disabled readers must be taught with simple reading materials, and most teaching time must be spent on reading skills. Two case studies illustrate the teaching of decoding skills and "dyad reading" of books selected by the disabled reader.…