This gamebook is intended to assist the elementary school Latin teacher in introducing the reading and writing of English derivatives and cognates after these have been mastered audiolingually in the Latin course "How the Romans Lived and Spoke (Romani Viventes et Dicentes): A Humanistic Approach to Latin for Children in the Fifth Grade." (For the…

This paper considers many of the studies that have been conducted regarding the prediction of college success. The table of contents includes: (1) "Prediction of Academic Success," which discusses the results of several standardized tests and their ability to predict success in college; (2) "Prediction of Academic Failure,"…

This study investigated the use of word games to teach beginning reading to first grade students. The study was designed with a three fold emphasis in respect to beginning reading students: (1) to develop criteria for word games, (2) to create seven word games according to these criteria (3) to investigate how these games might expand sight…

Essential skills and objectives for the Stuy Skills element of the "Wisconsin Design for Reading Skill Development" are presented. Three major subareas--maps, graphs, and reference--and several substrands for each are identified. Sources consulted and a rationale for choosing specific skills are given. (Author)

Describes a method, developed to make vocabulary learning a creative challenge, that consists of a four-step learning process that makes the student responsible for selecting words to learn daily. (Author/AM)

Describes an adapted form of the "Directed Reading Thinking Activity" which guides students through reading assignments with content materials containing an abundance of factual information and details that need to be remembered. (RL)

Investigates the comparative effects of written as opposed to verbally stated instructions and specification of contingencies, with the written contract containing the typically used written agreement. These procedures were applied to self-managed, naturalistic behaviors, and compared to self-monitoring alone. Study-question answering and amount…

While reading a passage, college students expecting an essay examination took notes on sentences of higher structural importance than those anticipating a multiple choice test. Note taking seemed to serve as both an encoding device and as an external storage mechanism, with the latter being the more important function. (Author/BW)

Investigates the validity of the assumption that prerequisite skills to reading competence have been identified; presents a study based on student test scores and a survey of teachers' evaluations of these students. (Survey responses are appended.) (MAI)

Outlines a taxonomy of reading comprehension skills that teachers can use to develop questioning techniques that are flexible enough to reflect the nature of the reading materials. (RL)

Describes the following instructional aids for French: (1) a word study kit; (2) a set of language arts fascicles; (3) bilingual French-Creole cartoons illustrating Creole folk tales; and (4) a collection of 13 bilingual French-Creole folk tales. These may be used in teaching French as a native or second language. (Text is in French.) (AM)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Discusses a study conducted at Wilson County Technical College, North Carolina, to assess the study habits and skills of 74 students enrolled in basic science courses in 1987. Student responses to the Study Behavior Inventory-Form D suggest that students had difficulty with time management and keeping up-to-date with assignments. (DMM)

Reports on a study to determine the effectiveness of an integrated study strategy system that uses self-assigned writing as a means of learning psychology content. Concludes that the PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) system can be a potent, durable, and efficient independent study strategy. (JAD)

Examines the effects of direct instruction in finding the main idea of an expository text, and in monitoring reading comprehension using self-generated questions based on main ideas. Reports that reading comprehension improved with direct instruction in main idea and question generating. (MM)