The setting of this study took place in an inner city. The purpose was to determine the effectiveness of a neurologically integrated approach in teaching 43 at-risk pre-first graders their letter sounds and formations during 45-50 hours of summer school. There were four sequential phases to teaching this alphabetic approach: imagery, auditory,…

The development of language and literacy is the foundation for all other learning. This statement is the guiding philosophy at the Iowa School for the Deaf (ISD). Teachers at ISD believe that intensive, highly structured early intervention and education work best to support cognitive and communication development in their students. However, little…

It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them. Educators are very serious about education in CES schools. However, in their earnest attempts to engage students in meaningful and thought-provoking work or dialogue, is it possible…

A sixth-grade class investigated the ecologies of two local retention ponds over the course of one school year. In this context, instruction assisted development as students designed models of the pond in one-gallon jars and attempted to stabilize these jars in sustainable ecosystems that could be used to study questions about the ponds.…

The CAME project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantial post-test and long-term National examination effects of the intervention, yet, by discussing the…

Concept maps are an instructional strategy that promotes meaningful learning. This chapter examines the use of concept maps in online environments through discussion of CmapTools software. (Contains 1 table and 1 figure.)

The third in a series of three booklets intended for parents of young handicapped children addresses cognition. The development of cognition is discussed and milestones charted from birth to age five. Learning processes are enumerated (using the senses, attending, exploring, adapting, imitating, and asking questions). Suggestions are given for…

The paper reviews definitions of differentiated curricula for gifted students and considers approaches for differentiation. Curriculum content can be modified by making it more abstract, more complex, more varied, and organized differently from the regular curriculum. Process modification can be accomplished through higher level thinking,…

This study experimentally assessed the effectiveness of two variations of an instructional technique, Teams-Games-Tournament (TGT), in high school American history classes. A 3 x 2 (treatment by teacher) design was employed using intact classes over a 12-week period. TGT proved to have significant positive effects on academic achievement, student…

This document contains lesson plans for teaching the left-right relational concept to preschool children. Procedures were designed from a Piagetian framework, so that cognitive conflict was considered a necessary condition for the evolution of transpositional skills. Conflicting viewpoints were instituted through teacher initiated peer…

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

This article reports on how elementary school teachers teach strategies to help pupils learn and remember. Tips for using the research findings in the classroom are offered. (MT)

Forty-four language delayed preschoolers received either direct instruction or interactive instruction. After 8 months, children in both settings improved significantly and substantially on syntactic and semantic measures. There were no differences between the two groups at posttest nor any significant aptitude by treatment interactions for…

The article examines four question-asking practices that prevail in school: maximizing higher level questions, translating identified weaknesses into questions, using questions to create a shared context, and using questions to avoid explicit criticism. (CL)