The spelling difficulties of the adolescent dyslexic student are described, and techniques are presented to provide the student with the tools needed to cope with spelling requirements, including the study of vowel sounds, doubling the consonant following a short vowel, root words, and laws of probabilities. (JDD)

The technique of reconstructive elaboration is applied to content area learning, with illustrations and discussion of classroom practice. The purpose of the technique is to make content more familiar or more meaningful and link information to be remembered. (MSE)

Guidelines are presented for staff developers in preparing the content and planning for delivery of presentations. The basic planning techniques that are described are based upon learning theory and regard for the audience. (JD)

The Teacher Assessment Project at Stanford University has undertaken a series of "wisdom of practice" studies with 11 experienced high school history teachers. This article describes two teachers who achieve optimal results using contrasting teaching styles and classroom organization systems. Both are thoroughly knowledgeable in history…

Aurora (Colorado) Public Schools staff found that empowering students meant teaching students what enhances and what impedes learning; helping them recognize and develop their own personal learning strengths; teaching them specific thinking and learning strategies; and passing on learning responsibility to them. The key is willingness to share…

A study of 97 spelling competition finalists in grades 4-8 and their parents found that the students used dictionaries, science-related texts, and word lists to prepare. The students were intrinsically motivated and had a repertoire of spelling strategies which they used singly or in concert to maximize likely spellings of words. (JDD)

The accuracy of recall and use of appropriate rehearsal strategies was compared for learning-disabled and low-achieving adolescents. There was little difference in performance between the two groups; both groups tended to employ appropriate executive strategies. (Author/DB)

Discusses specific learning strategy tactics for acquiring verbal knowledge basic to certain disciplines, procedural skills (reading, using language, and problem solving), and self-motivation techniques applicable to all types of learning situations. All three tactics are necessary for creating a well-structured knowledge base. Includes 21…

Discusses the current information processing conceptualization of memory, the process of learning by analogy, and the overall desired outcomes of their use to acquire and retain new information. Instructional implications of how to use analogies are discussed, and a set of prescriptive guidelines for using them is presented. (69 references)…

Assesses the effects of textual errors on dyadic and individual learning. Finds that dyads performed better than individuals on recall of text in sections without errors, on recall of error location, on error frequency, and on motivation and interest measures, but performed no better on recall of texts containing errors. (RS)

The study investigated the development of memory strategy knowledge and spontaneous use of strategy by 6- to 12-year-old boys with attention deficit disorder and hyperactivity (ADD-H). Although there was no difference between experimental and control groups in metamemory knowledge, the ADD-H subjects were less likely to use memory strategies.…

Studies the allocation of attention of 100 four- and five-year-olds on a selective attention task. Results suggest that preschoolers are capable of using selective strategies when the task is made meaningful by the inclusion of a familiar script that provides supportive cognitive context. (RJC)

Describes Britain's use of work shadowing, in which an observer follows a worker around for a period of time, observing the various tasks in which the worker engages. Considers potential relationship of work shadowing to work-related learning in the United States. (Author/NB)

Learning-disabled students in mainstream settings can use guided notes to help them actively participate in notetaking, follow the sequence of lectures/discussions, and produce useful summaries of important information for future review. This article defines guided notes, describes how to develop guided notes, and offers tips to maximize their…

Describes research that examined the role of online examples in a minimal manual on learning to use an interface construction toolkit called InterCONS. Highlights include the minimalist approach to designing user resources; user performance; the use of online examples versus printed examples; and user reactions. (Contains 18 references.) (LRW)