Explains courseware abstraction as a method of creating generalized computer assisted learning (CAL) lessons that can then be applied to provide as many concrete examples as desired. Topics discussed include generative CAL; cost efficiency; lesson verification; student evaluation; and factually exhaustive lessons. (nine references) (LRW)

Attempted to determine whether 170 third and sixth graders would benefit from the simultaneous use of 2 mnemonic strategies. Findings suggest that categorical sorting and active rehearsal combine to facilitate recall performance. (RJC)

Describes characteristics of a good learning environment. Discusses the role of teachers, planning, building activities, learning centers and stations, and resources. (RJC)

Results are reported from a study designed to determine whether computer-based teaching simulation could influence short- and long-term skill acquisition in 61 preservice teachers. Two factors (task realism and clear, immediate post-teaching feedback) are identified as significant contributors to the simulation's training success. (IAH)

The study of the effects of instruction in two revision strategies (mechanics and content) on the paragraph writing of 54 learning disabled students (grades six-nine) found that instruction improved mechanics of writing but did not result in improved content. Order of strategy instruction did not effect results. (Author/DB)

This article discusses the importance of attribution and strategy training for understanding motivation in students with learning disabilities, contributions of attributions to the larger motivational schema, and problems associated with measuring this affective variable. (DB)

Discussion of the use of two-way interactive television for distance learning at East Carolina University (North Carolina) focuses on a graduate reading course. Instructional design guidelines are described, including proper use of technology by faculty and students, involving learners at both sites, site facilitators, and increasing interaction.…

Presents an integrated approach that helps students understand difficult science concepts. Involves counteracting children's confusion over certain concepts, confronting children's misconceptions through inquiry, and presenting a multitude of experiences that challenge children's erroneous beliefs. Presents an example of applying this approach to…

This study examined the effects of teaching prelingually deaf, elementary school children specific strategies to use when reading. Strategies addressed the skills of inferring, predicting, analyzing, attending, associating, synthesizing, and monitoring. Five of six children made significant gains in both reading levels and specific metacognitive…

This paper reports on use of mnemonic strategies with eight junior high students with mild mental disabilities, involving mnemonics supplied by the teacher as well as generated by the class. Results indicate that students successfully learned content using the mnemonic strategies and reported enjoying instruction when the strategies were used.…

Reviews research on how geographic maps influence the recall of associated text and describes a theoretical model of map-text learning based on dual-coding theory and working memory operations. Instructional implications are explained, and recommendations for instructional applications are given. (Contains 84 references.) (LRW)

In three experiments, three normal preschoolers were presented with sorting tasks ordinarily insoluble for four-year-olds. Found that, although the subjects had difficulty correctly sorting the pictures when told what criterion to sort by, they could provide correct answers when asked what they were looking for. This self-instructional effect was…

Twelve adolescents with learning disabilities were trained to use a cognitive strategy in algebra problem solving. The two-phase strategy (problem representation and problem solution) was effective in improving algebra performance on algebra word problems, and maintenance and transfer of the strategy were evident. (JDD)

Suggests that reading is a powerful source in acquiring language competence. The author argues that children do not enjoy grammar instruction, but love to hear stories and read books that they select on their own. Given the lack of clear evidence for focusing on form, it is concluded that free reading should be an option for immersion children.…

Used a microgenetic method to examine knowledge acquisition as a process by coordinating existing theories with new evidence. Subjects were 17 community college students (ages 22-47) and 15 fourth graders. Assessed knowledge acquisition in problem solving in both physical and social domains. Found multiple strategies for, and varying levels of,…