Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training…

Due to recent interest in the use of elaborative contexts to enhance associative learning, the effectiveness of elaboration as an instructional technique in vocabulary development was evaluated with 107 educable mentally retarded children in three primary level classes. Ss were given vocabulary instruction under one of three instructional…

Elaboration and overt rehearsal are compared as instructional paradigms for memory retention. Superior long-term retention was produced in the elaboration condition when the initial acquisition effects were statistically removed. Short-term data suggest acquisition was complexly affected by experimental condition, I.Q., and task. Elaboration…

The central problem of this study was to determine whether teachers working with children identified as residing in low socioeconomic level homes and teachers working with children identified as residing in middle socioeconomic level homes differed in the quantity and quality of exhibited nonverbal behavior. (Author)

Investigates the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. The results provide further support for the efficacy of a direct instructional model for teaching children reading comprehension skills. (HOD)

This study investigated the ability of second-grade children to employ initial and final consonant substitution as a technique in word identification. An instrument of 44 one-syllable simulated words and a measurement to ascertain consonant phoneme knowledge were used to study 90 second-grade pupils, approximately equal in general characteristics.…