The recent emphasis on content-based English-as-a-Second-Language (ESL) instruction is motivated by research showing that English proficiency does not correlate with academic success. Case studies of 15 ESL students in content classes suggest that a lack of academic success may be the result of a lack of effective academic skills. (Author/VWL)

Examines vocabulary growth and development, looking at conventional vocabulary instruction and its outcomes. Evidence that word list drills do not promote vocabulary growth effectively is presented, and suggestions are given for fostering increased vocabulary. Promoting wide reading is advocated as the best approach. (SLD)

Discussion of authoring tools for computer-based instruction (CBI) focuses on the Computer-Based Educational Software System developed for Navy training. Topics addressed include user experience and task difficulty; generative CBI techniques for memorization and technical vocabulary training; generating questions from a semantic network; and the…

Local history can help prepare students for standardized tests by helping them enhance their memories and possess solid understanding of the concepts that are fundamental to a particular discipline or field of study. Although it can effectively be argued that the study of local history may aid in the mastery of U.S. history topics, another often…

How Chinese students and their teachers see the context and content of their learning is explored in the essays in this collection. Seeing these students in their own cultural backgrounds helps in the exploration of Western educational theory and practice as well. The contributions are: (1) "Learning Theories and Approaches to Research: A…

This paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of information can occur in states below the optimal level of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that usually occurs just as one is…

A revision of "Effective and Efficient Study," a guide to effective study for university students, is presented. Topics include: self-evaluation using a checklist of factors involved in college reading and study problems; self-evaluation regarding test anxiety; organizing work and budgeting time; remembering effectively; improving…

The effects of a language versus a dialogue emphasis and a structured versus an unstructured follow-up in intensive language instruction were assessed using eighty-three students destined for missionary work in Spanish-speaking countries. A 2 X 2 analysis of variance design was employed, with students assigned to one of four treatments: language…

Argues that most teachers do not understand the nature of human memory. Presents an informal introduction to human memory, including information on long-term retention, prior knowledge, retrieval, and cues. States that instructors can design memory-compatible instruction that makes recording and retrieval of new knowledge easier. (TW)

This book is a guide for music teachers whose students of instrumental keyboard music include those with dyslexia. Chapter 1 is on recognizing dyslexia, including primary and secondary symptoms, multisensory teaching, and teaching to strengths. Chapter 2 focuses on communication between pupil and teacher with sections on music as communication and…

Explains the need for and operations of computerized instructional and drill programs for teaching beginning college-level Russian. Describes two such programs developed at the University of Minnesota. States that these programs provide individualized, out-of-class instruction and teach preproficiency semantic and morphological skills without…

Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

Assessed first and third graders' and undergraduates' knowledge of strategies appropriate to comprehension and memory. Also assessed their knowledge of task variables affecting comprehension and memorization tasks. Only undergraduates showed understanding of comprehension-memory distinction. Third graders showed some understanding of differential…

In college-level courses, the vast majority of students read expository textbooks with a primary purpose in mind: to memorize and, hopefully, understand enough information to receive a particular grade on a course exam. Intuitively, this kind of reading is different than the kind of reading that these same students do when reading a novel while…

The potential reliability and construct and predictive validity of a 30-item Study Skills Questionnaire (SSQUES) was evaluated for its ability to: (1) predict student performance in a self-paced, individualized, or computer-managed instructional environment, and (2) identify students needing some type of study skills remediation. The study was…