Effects of high activity level and cognitive impulsivity on the production of relevant, task-directed verbalizations were examined in a group of 90 second graders. Impulsivity-reflectivity was related to the production of both spontaneous and induced on-task verbalizations, but high activity level ratings were not. (Author/CL)

An investigation of effects of information processing models on instruction showed that strategy and metacognitive instruction is infrequent in teacher-child interactions; a behavioral paradigm captures most teacher-child interactions; what teachers say and do is discrepant; and content of teacher-child verbal behavior varies minimally between…

Analyzes more than 5,000 examples of "self-talk" gathered from blockers and nonblockers during the initiation and completion of writing sessions to reveal seven cognitive components of blocking: work apprehension, procrastination, dysphoria, impatience, perfectionism, evaluation anxiety, and rules. Indicates that blockers are more likely…

Evaluates process theory, suggests its limits, and addresses some of the conceptual problems it leaves unresolved. (RBW)

Provides an overview of the recent changes in the theoretical conception of memory and language comprehension and how these are influencing reading research, assessment, and teaching. (FL)

Describes the construction of a knowledge representation from the identification of the problem (nephrotic syndrome) to a running computer simulation of causal reasoning to provide a vertical slice of the construction of a cognitive model. Interactions between textbook knowledge, observations of human experts, and computational requirements are…

Four worksheets are given to enhance the understanding of and facility with numerical concepts and relations for students in grades seven through nine. The focus is on enhancing deductive reasoning abilities with Venn diagrams and arrow diagrams. Teaching ideas are included. (MNS)

Describes an Israeli reading program for disadvantaged adolescents based on verbal exercises using informative, literary, and speculative texts to improve their reading comprehension and cognitive functions. (HOD)

Given the existing literature on text summarization that documents what learners, particularly younger learners, cannot do, a study was designed to assess what fifth-grade students can do. (HOD)

Revised two stories from basal readers to improve their coherence without altering their plots. Revisions increased the difficulty of the passages as indexed by readability formulas but enhanced comprehension of both skilled and less skilled readers. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Discusses the interrelationship of the language arts, and how both oral and written language help the learning process. Describes a classroom in which students' activities center around talking, and how the teacher participated as a researcher in ethnographic studies out of which came the motivation for this instructional approach. (HTH)

Examines materials in the ERIC system offering teaching ideas and activities designed to promote critical and creative thinking and reading. Discusses the role of teacher questioning techniques and writing to structure thoughts. (HTH)

Describes a new theoretical model of the learning process produced by the computer's strict reliance on procedure and its unique methods for managing data. The implications of this model for mathematics learning are illustrated through an experimental paradigm comparing the problem-solving skills of an expert and a novice. (MBR)