Summarizes information processing models of the mind based on a literature review; describes a prototypical model of college learning; examines links between mental models and cognitive errors; reviews cognitive science students; and identifies six factors contributing to cognitive error production. (104 references) (Author/MBR)

Describes semantic mapping, an effective strategy for vocabulary instruction that involves the categorical structuring of information in graphic form and requires students to relate new words to their own experience and prior knowledge. (HOD)

Argues that the real problem in English education has nothing to do with its definitional scheme; instead the crisis is how to discriminate among practices that may be offered in the name of such a scheme. (HOD)

Raises three issues concerning the activity of writing and its relation to texts and cultures: (1) knowledge as the basis for the activity of writing, (2) the varying nature of the activity itself and how that activity is shaped by context, and (3) the perceived nature of the written work in a given culture. (HOD)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

Cognitive activity of children from 1.5 to 5 years of age participating in problem solving and in spontaneous play was analyzed in terms of the successive coordination of existing patterns and the incorporation of new mental components. Analysis identified a series of developmental levels. (Author/RH)

(Title enough)

Concludes that entering college freshmen do not use the top-level structure strategy in reading and recalling text. (FL)

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

Reports results of four experiments testing whether syllable structure affects children's performance in phonemic analysis tasks and in other reading related tasks. The experiments were motivated by theories that syllables consist of an onset (initial consonant or consonant cluster) and a rime (vowel and any following consonants). (AS/Author)

Recognizing that top-level structure helps students find main ideas and recall important facts, this research review recommends teaching top-level structure from middle school through college. (HOD)

Examines how both good and poor spellers approach a spelling task. Concludes that good spellers use more spelling strategies and more visual imagery than do poor spellers. (FL)

Explores the recognition and memory of words by hearing and deaf children and finds evidence relevant to the reading difficulty experienced by the deaf. (FL)

Highlights differences between cause-effect and interactive research models that are used to explain television's effects on children. Proposes a schema theory of comprehension and learning that (1) acknowledges the child's prior knowledge, (2) considers television viewing as active communication, and (3) emphasizes critical and literate viewing…

Discusses research with children with learning problems to discover, through their narratives, in what ways they were disabled and what ways they were competent with language and to test the narrative mind theory to see if their stories could be interpretive metaphors for their lives. (HTH)