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…

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…

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…

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)

Presents an explanation of the K-W-L Plus strategy as it might be used with students in the classroom. Shows how the strategy is used before reading, after reading, with mapping, and with summary writing. Suggests modifications to be used in the classroom. (MG)

Eight students (aged 9 to 14) with learning disabilities were placed in a variety of spelling programs and followed a variety of study schedules. Results showed that students averaged more words spelled correctly when they used planning and self-recording strategies than when they did not use these student-directed strategies. (JDD)

Comparison of three learning strategies (elaborative interrogation, spontaneous strategy, or repetition control) with 53 high achievers in grades 5 and 6 found that both elaborative interrogation and spontaneous strategy conditions were equally effective and both were superior to the repetition condition. (DB)

Sixteen teachers were surveyed to assess the acceptability of various reading comprehension strategies teachable during middle-to-late elementary school years. The teachers rated "prior knowledge activation" as most acceptable, followed by "representational imagery" and "question generation." Ratings should be a prominent consideration in deciding…

A study examined whether the need for feedback varied with students' metacognitive knowledge monitoring abilities. Subjects were 59 fifth-grade students--35 females and 24 males. Students were given a list of 25 words with instructions to check off whether they knew or did not know each of the words; a multiple choice vocabulary test containing…

This research project developed a teaching model using museums for educational purposes. The research involved educational programs for children 9 to 11 years of age at the David M. Stewart Museum, near Montreal, Quebec, which specializes in the colonial history of Canada and Quebec. The study focused on the nature of museum visits, learning…

Examines "Theater-in-Education," (TIE) a unique British-inspired teaching-and-learning methodology which combines young people's theater with creative drama, currently taught at a handful of universities in the United States. Finds that, as a result of the program's tour to 10 fifth-grade classrooms in five schools, area teachers were unanimous in…

Five modified cloze procedures useful in intermediate-level reading-comprehension instruction are described. They include exercises where clues to the missing word come before the blank, clues come after the blank, clues are labels for groups of ideas, clues are pronouns, and clues signal readers to look for something important. (Author/JDD)

This quasi-experimental study was designed to investigate the effects of cognitive strategy instruction on fifth-grade students reading comprehension and comprehension of words encountered during reading. Eight intact fifth-grade classes of approximately 34 students each were randomly assigned to treatment groups (clarifying, questioning, combined…

This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…

The use of learning strategies is universally encouraged, but there is a lack of specific and concrete examples. The CPC (Capacity, Pyramid, Chunking) Way of improving achievement is based on a specific learning/teaching strategy that can be used in all academic skills. It adjusts information acquisition to individual differences in learning…