Distinctions between performance and learning are made in a discussion of databased instructional planning and decision making for handicapped students. Implications for IEP objectives are noted and the importance of continuous assessment stressed. (CL)

The article reviews and analyzes existing assistance procedures with moderately to severely developmentally disabled students. Procedures considered include those performed prior to responding and those involved with fading assistance. Implications for selecting assistance procedures are examined. (CL)

Conversations with six twelfth graders who had been in French immersion since kindergarten found a high rate of incorrect sentences, suggesting a faulty interlanguage fossilized at grade six and a need for immersion program revision. (MSE)

Tested 32 4-year-olds and 32 6-year-olds for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed them for their metamemory of the efficacy of conceptual and perceptual sorting strategies. Younger children recalled more items under sort-and-remember, whereas no recall differences were found for the…

The study examined the effects of training in question generation on comprehension question performance, on quality and form of generated questions, and on accuracy of predicted comprehension. Sixth-grade students trained in question generation outperformed four comparison groups on several comprehension and metacomprehension measures. (Author/LMO)

Investigates the reading development of six preschool children who learned to read at home without systematic instruction. Attempts (1) to find out whether there was an identifiable process by which these children learned to read and (2) to study th role of the parents in these children's early reading acquisition. (HOD)

Describes how one teacher uses an integrative approach in making her day-to-day classroom decisions. A brief overview of the concerns and decisions characterizing this approach is followed by a description of how a third-grade teacher and her students mutually constructed a lesson about Japan. (BB)

A biochemistry examination administered to 114 dental students consisted of 20 items that measured knowledge and 18 items that measured either comprehension or application. Each item was written with five choices, half the class being presented the original version, half a content-similar derivative that included three choices. (Author/LMO)

Hint, pegword experience, and hint plus pegword experience conditions were evaluated against three other conditions: (1) a no strategy control condition; (2) an instructional treatment to maximize elaborative strategy use; and (3) an instructional treatment to minimize elaborative strategy use. Results clarify the nature of elaborative production…

A monitoring interpretation of the transfer of complete learning skills was discussed. Individual and group monitoring in the learning session were promoted through required vocalization of reasoning and working with a partner, respectively. (Author/LMO)

Demonstrates how three- and four-year-old children's (N=20) learning of a completely novel route across a city district is enhanced by an accompanying adult making the child aware of potential landmarks. The importance of permanent/ephemeral landmarks in the child's verbal and modelled-map accounts of the route and educational implications are…

Three functions that might explain why analogies are effective reading aids are described. Six experiments using elementary, secondary, and college students are reported which address the use of analogies as reading aids. Performance improvement, reading time, effects of restrictive time conditions, and aptitude treatment interactions are…

Explores how children become oriented to literacy and how their perceptions of the purpose of print develop as they move toward becoming more fluent users of print. (DF)

Adapting teaching materials and strategies to the learning preferences of each child can make a difference in how well and how much students learn. Steps in introducing strategies based on learning styles into an elementary school are described, and recommendations are provided for initiating a learning styles program. (TE)

Argues that the second language acquisition process involves two models, providing complementary accounts of different components which could be combined. An integrated model is proposed that would carry the acquisition-learning distinction of the Monitor Model while including the Neurofunctional Theory, which uses the distinction to describe the…