This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

This study investigated the use readers make of visual and verbal illustration to understand and remember what they have read. Specific focus was placed on readers' use of pictures and analogies to understand and remember written directions for a spatial manipulation task. The independent variables measured were type of text, mode of illustration,…

Examines whether teaching poor text comprehenders reading strategies will improve reading comprehension. Third through fifth grade adequate decoders who were poor comprehenders were trained for 10 weeks in either a verbally or visually based reciprocal teaching program. Results reveal that training reading comprehension strategies in small groups…

Explored the relative effectiveness of four modes of delivery (live, video-audio, audio, and manuscript) on content retention among Black college students. Did not find significant differences in retention among the four experimental groups. Attributes the absence of differences to the small amount retained in general. (GC)

Findings imply that while preschool children both enjoy and profit from listening to stories read to them in unelaborated fashion, they gain much more from observing and participating in the actions portrayed in the stories. (FL)

A study examined the effects of pictorial and verbal illustrations on the initial learning and long term retention of written instruction. Subjects were eighth and ninth grade students randomly assigned to one of two text conditions (literal or analogous instructions) under one of four pictorial conditions (no picture, functional drawing,…

Focusing on research about children's acquisition of reading and spelling skills, this paper discusses the larger picture of reading acquisition, issues addressed by research, and results of this research. The paper cites numerous studies on the subject, including studies on whether environmental print experiences enable young children to process…