Suggests creative ways to interest students in the "magic" of words through word game activities. (DF)

Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Describes a study technique that encourages college students to develop their own strategies for improving their study skills. (MKM)

Describes how, by systematically creating new words from known ones, remedial readers can improve their word attack skills. (DD)

Suggests categorization of words as an alternative to traditional word study. (MKM)

Evaluates empirically a skill-oriented approach to teaching word attack such as that prescribed by the Wisconsin Design for Reading Skill Development with the desired outcome of functional reading ability. (HOD)

Examines the use of etymological analysis when reading new words, demonstrating the limitations inherent in such analysis. (JM)

Combined fading with the introduction of prompts designed to encourage learners to identify the underlying principle illustrated in each worked-out solution step. Across 2 experiments, this combination produced medium to large effects on near and far transfer without requiring additional time on task. Thus, the instructional procedure is highly…

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)

Addresses concerns that, if a student uses a second-hand textbook already highlighted throughout the text, it may interfere with reading comprehension. Investigates highlighting: in the first experiment preexisting inappropriate highlighting interfered with performance on a reading test; in the second experiment, advance warning on the negative…

Study examines the effectiveness of CyberClass, a web-based platform used as an instruction supplement for a student success program. Results suggest that CyberClass is a useful supplement to classroom instruction and may be worth employing to assist students who are taking study skills, student success, learning strategy, or freshmen orientation…

The article examines whether the material-appropriate processing approach can anticipate and explain the mnemonic effects of elaborative encoding tasks and study adjuncts for less able learners. Evidence suggests that less able learners are not capable of spontaneously exploiting the affordances of the to-be-learned material without appropriate…

The article gives suggestions for teaching mainstreamed secondary level learning-disabled and other students notetaking skills. Adaptations to help the student when notes are taken from a lecture and when notes are taken from the chalkboard are offered and include giving the student a lecture outline on which to add notes. (DB)

Studies spelling bee finalists' early and current reading and spelling experiences. Finds that gifted spellers show an early interest in language arts activities, pass through developmental stages far earlier than normal children, and rely on visual memory strategies, word meanings, and saying/writing words to master orthography. (RS)