Investigates the development of children's metacognitive knowledge about reading, its relationship to reading performance, and the influence of using two different interviewing techniques for eliciting information about reading. (FL)

Suggests that self-reported story climax imagery is related to deeper levels of processing on reading comprehension measures that do not rely disproportionately on verbal reasoning processes. (AEA)

Discusses how children's knowledge can be measured/described, knowledge patterns across diverse concepts, interaction of knowledge/learning, and ways children construct more advanced problem-solving rules to replace less adequate ones. Evidence, drawn from studies on children's acquisition of knowledge about balance beams, suggests that knowledge…

The National Institute of Education has supported new research and synthesized existing information to provide teachers and administrators with direction for cognitive instruction. Efforts have been made to identify kinds of thinking and learning conducive to success in particular subjects and to offer useful research-based ideas to teachers. (TE)

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

These two studies suggest that children's preconceptions of the effort needed to understand material presented on television and in print appear to affect the depth with which they process the information, thereby making their own expectations come true. (PD)

Argues that by viewing computer technology as a facilitator of instruction and one that is relatively easy to operate and apply to a specific content area, teachers can come to feel less apprehensive about entering into an instructional contract with it. (FL)

Argues that there is sufficient reason on both theoretical grounds and the results of research and demonstration to encourage and include writing as one aspect of a reading improvement program. Describes several writing activities for use in such a program. (FL)

Social theories have long proclaimed the advent of the postindustrial era. In this era, a new paradigm will emerge which will utilize negotiation as the major problem-solving strategy; planning which emphasizes process rather than goal; and change strategies emphasizing the client, group dynamics, and knowledge from the behavioral sciences.…

Researchers measured how much thinking time teachers allowed third grade readers of various ability levels when responding to questions. Teachers allowed more time for thinking after text-based questions, although scriptal questions usually required higher-level thinking and, consequently, more time. (Author/PP)

Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. (FL)

A total of 72 children, 36 each from first and sixth grades, were given a 70-item study list followed by a recognition test list of equal length. To indicate the relative dominance of features encoded at both ages, labels, pictures, and referents were recombined to form visual, semantic and acoustic distractors. (MS)

Education is a goal-oriented field. But if we want to treat education scientifically so we can accumulate, evaluate, and refine what we learn, then we must develop a theoretical framework that is strongly rooted in objective observations and through which different theoretical models of student thinking can be compared. Much that is known in the…