Identifying the main points of a communication is fundamental to successful reading comprehension. Discussed are difficulties in defining main idea, text structure variables in determining important information, textual hierarchy and the theory of macrostructure, text features signalling important information, summary writing, learning-disabled…

Instructors who are sensitive to the needs of adult students promote a classroom atmosphere conducive to learning. Students learn best when following a well-organized program of instruction. (JOW)

Guidelines are provided for evaluating research on the process approach to the teaching of writing to exceptional children. Focus is on the roles of the teacher and the learner. Suggestions are presented for further research, specifically in the areas of fluency, the functions of writing, and the effects of instruction. (Author/JDD)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

A variety of tips about problem solving are included, with the focus on helping students recall an image. Manipulative materials and models using grids are included in most of the activities. (MNS)

Reviews recent research on metacognition and presents some implications for its use in the classroom. (FL)

The focus is on the ability to create and relinquish hypotheses in problem solving. Given are activities that illustrate how to stress the importance of producing and evaluating new ideas. A hidden rule game, microcomputer software, and an attribute game are described. (MNS)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)

Proposals for teaching concepts have been dominated by traditional paradigms. A review of research on concept structure and formation reveals evidence for alternative paradigms, e.g., exemplar, probabilistic, and schematic models. The research also indicates problems regarding the traditional models. Implications for relating alternative models to…

Research on when and how geometric concepts are learned is briefly discussed. Several teaching suggestions are included. (MNS)

The article stresses the importance of teaching deaf children to think and learn through the development of meaning-making and meaning-sharing capacities. Classroom practices should thus be content focused and actively engage students in American Sign Language to develop general literacy. (CL)

Four experiments are presented to support the theory that the rule system governing the law of large numbers is not tied to a content domain, and that it can be improved by formal teaching techniques. The experiments showed that statistical training enhanced everyday reasoning. Test problems and objective example problems are appended. (LMO)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)

Discusses the logical and psychological significance of video games, microcomputer prose adventures, and computer programing. Explores the implications of these for teachers as humanists. (HTH)