Four experimental reading-treatment classes (n=94) and four control classes (n=100) wrote pre- and post-compositions which were evaluated for overall quality, syntactic density, T-unit length, productivity, and selected grammatical errors. Analysis of results found significant differences in reading skills but no differences in writing skills. The…

Presents a cross-linguistic investigation of the development of adult language and cue comprehension strategies in native speakers of English and Dutch. Adult level performance was achieved much earlier by young English speakers, reflecting the different syntactic and semantic comprehension cues in these two languages. (Author/DR)

Describes a program of demonstration experiments used to stimulate interest in chemistry, specifically aimed at increasing university chemistry enrollments. Discusses program goals, experiments, design criteria, and several caveats related to the development of such a program. (JM)

This article considers relatively neglected resources for the "bootstrapping" of cognitive growth, including chance plus selection, the affective boosting of relevant schemas, the operation of innate biases, and use of spare mental capacity. Implications for educational research are illustrated with reference to recent work on the…

Two investigations of spontaneous use of mnemonic strategies by learning disabled and nonlearning disabled children and adolescents are reported. Despite differences, recall and strategy use were not useful predictors of classification as learning disabled or nonlearning disabled and were only weak to moderate correlates of academic achievement.…

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Reports a study which compares a deductive approach and an example approach in teaching the formation of participial phrases in an English as a second language class. Findings showed that field-independent subjects performed better with the deductive lesson and that field-dependent subjects performed better with the example approach. (SED)

Describes a learning strategies training model that engineers the instructional environment following study skills training to prompt students to use previously taught learning strategies during study. Empirical and theoretical evidence supporting this model are presented, and a basic skills curriculum incorporating this model--the Job Skills…

Evidence suggests that the usual classroom practices don't work and must be replaced by something more active and involving. Group-inquiry, an untraditional approach to the classroom, is described. Small groups examine central problems of the subjects under study, then a consensus is reported to the class. (MLW)

Discusses the metacognitive skill of learning to learn and explores questions related to its importance for teaching. Describes work in progress that is designed to incorporate learning to learn into the curriculum for 10-14 year olds. Presents a hierarchical model of learning skills, strategies, and approaches and a guide for teachers. (JHZ)

Edwin Gordon took the sequential levels of learning outlined by Gagne and adapted them to audiation (the ability to hear music for which the sound is not physically present) and musical learning. His method of teaching music is discussed. (RM)

Research has revealed distinct differences in the problem-solving approaches of high- and low-aptitude students. As a consequence, content area teachers can focus on thinking skills by having students describe their mental processes and giving them feedback on erroneous or incomplete reasoning. (TE)

After noting classroom techniques that made a difference in student learning, the authors focus on reducing the distractions of a school environment and providing principals a classroom observation instrument. They suggest a student observation form to be used by principals, analyzing six student behavior categories. (JW)

Compares the performance of Black, Hispanic, and Anglo students on a story unscrambling task to determine if sociocultural differences in story schemata affect reading comprehension. Shows some effects suggesting that the three groups have somewhat different strategies for choosing initial and final sentences and for making narratives coherent.…

This brief describes how Maine's introduction of its ubiquitous 1-to-1 laptop program has been beneficial to learning, if one looks in the right places. There is growing positive evidence from teachers, parents, classroom assignments and tests, and even in one case, on a standardized test, all pointing toward a similar conclusion. Students are…