In contrast to the hypothesis that dyslexics possess phonological deficits of neurological origin, the paper proposes that the source of the deficit is primarily experiential. Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered. (Author/DB)

Investigated responses of 45 at-risk children of 6 months to a novel learning task. Results suggest that tasks measured in infancy are related to later functioning on standard assessment tests for children reared in less than optimal environments. (RJC)

A group of outdoor teachers camping in the snow on high ground was caught in a blizzard at night. Their tents were ripped and they were forced to descend in the dark. Analysis determined that they had been caught unaware, they had improper equipment, and a lower-risk option for the descent would have been more prudent. (TD)

Encourages the integration of storytelling into environmental and outdoor education to help urban children regain their lost connections to nature. The environmental educational story can be seen as a symbolic perception of the natural world that complements a child's experience and observation of nature and promotes imagination and an…

In addition to regular training, workers learn from and during work itself. Organizational change affects the learning potential of jobs. The challenge consists in integrating personal development and organizational development. (SK)

This study, involving 10 adults with dyslexia and 11 controls, found that controls differentiated between real and false traffic signs better than subjects did and that there was a significant correlation between traffic sign recognition and driving experience for controls but not for subjects. Results are interpreted in terms of a deficit in…

Articulates general principles of learning based on research of the earliest periods of language acquisition in childhood. The principles are meant to be suggestive and to contribute to the development of a first language acquisition-based theory of learning. (78 references) (MDM)

Explains free-flow play, in which children make the rules of play, as opposed to adult-led play; stresses the value of firsthand experience; and discusses the relationship of free-flow play to games and representations. Cites 12 ways adults can help children achieve quality learning through free-flow play, including helping children explore and…

Review of six studies of managers showed that much learning resulted from such factors as challenging job assignments, peer/supervisor relationships, community learning, family upbringing, life experiences, and organizational environment. Viewing humans merely as resources for economic development and ignoring this informal learning are neither…

Describes a learning activity that allows participants to role play both dysfunctional and constructive roles during a group task, illustrating how group success depends on the attitudes and actions of its members. Includes instructions for the learning activity, questions for debriefing, and follow-up activities. (LP)

Interviews with 78 bank managers in the United Kingdom showed that they perceive training and learning as closely connected. However, it does not necessarily follow that individuals learn from training. Significant numbers did not feel they could use on the job what they had learned through training. (SK)

Proposes four questions that need to be answered if learning is to be taken seriously for more than a season. They include determining what a degree or certification actually means, what the student has learned, how whole institutional communities can find time to address these issues, and who is responsible for educating children. (Author/JDM)

Defines service learning. Examines the nature of partnerships for service learning, profiles successful institutional partnerships, and provides guidance in establishing successful partnerships in a wide range of institutions. Profiles several service-learning programs, including programs at University of Utah, Chandler-Gilbert Community College,…

Examines select non-classroom experiences that could have an impact on the critical thinking ability of students at a southern research university. Spending hours in discussions of current issues with peers outside of class was the only variable found to have a significant effect on critical thinking. Offers suggestions structuring student…

Interviews with seven working-class adults suggest a need to understanding adult-learning patterns within the life context; they demonstrate how gender and class experiences affect learning and attitudes toward education. Pressuring adults into formal credentialing education would not necessarily be appropriate, and may be seen as oppressive. (SK)