The performance of 60 learning disabled and normally achieving children (ages 9-12), either given minimal instruction to use organizing strategies or engaged only in practice with a free recall task, were compared. Factors underlying the unexpected finding that strategy use did not account for learning disabled students' poor recall are discussed.…

States that instruction in the techniques of reasoning can be valuable in developing an understanding of subject matter, even if the reasoning involved is not peculiar to that subject or field. Illustrates how both analytic and nonanalytic forms of reasoning may be used by students of different ages to explore the subject matter of diverse fields.…

This paper argues that punishment and moral education are compatible; that punishment can assist moral education by providing the necessary pre-conditions for its success, and can on occasion actually teach the child morally relevant information. (Author/JDH)

Briefly examines the research regarding taking notes from text. Proposes a four-stage model for teaching note taking that combines insight from schema theory and metacognitive research, which indicates that sentence summaries, main-idea paraphrasing, and periodic information summaries are beneficial forms of note taking. (Author/AYC)

When the "mantle of the expert" system of teaching is used in drama, the teacher assumes a fictional role which places the student in the position of being the expert. In this project, students were historians/anthropologists charged with the responsibility of creating a Bronze Age community. (MT)

This article describes ways in which the dramatic context can provide children with a purpose for writing. When writing is integrated with drama, children can reflect on a problem by expressing their thoughts and feelings in different forms ranging from the personal and private to the more formal and public. (MT)

A study involving 18 dyslexic, 18 reading retarded, and 18 normal children (eight to 10 years old) concluded that, on anagram tasks, dyslexic Ss differed sharply from normal children in terms of quantity of answers, relationship between correct and incorrect answers, and strategies. (CL)

Describes dependent behaviors that can influence children's progress in learning to read, and discusses the issue of independence in the context of current theory and research. (RH)

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Three eperiments assessed the effects on strategy transfer of supplements to keyword method instruction; supplements included more comprehensive instructions concerning strategy application, additional practice with strategy during instruction, and combined directions and practice. Generally, results indicated that more explicit instructions are…

A model is offered which demonstrates the role of brain hemisphericity in teaching-learning strategies which implements affective learning without sacrificing cognitive achievement. (Author/BRR)

This study was conducted in a private language school in Auckland, New Zealand to investigate the relationship between course level and reported frequency of language learning strategy use by speakers of other languages and to look for patterns of strategy use according to course level and other learner variables (Author/VWL)

Focuses on how to work crossword puzzles, such as those published in magazines or specialized publications. The article emphasizes the importance of the dictionary for this activity, which can be a pleasant cultural exercise in vocabulary development and spelling instruction. (Author/CK)

Describes how teachers can improve students' learning by teaching them developmentally appropriate learning strategies. (12 references) (PKP)

Two observations, one of a toddler mastering a skill and one of a group of children playing, show how imitation and variation are interwoven in the strategies for learning used by children. Imitation is an entrance into learning, and variation gives insight into the cognitive world of young children. (SLD)