This study evaluated the effects of presenting mnemonic devices in conjunction with content information on 41 junior high students' recall performance. Results showed that students with and without learning disabilities within the experimental group recalled significantly more of the reviewed information than did control students. (Author/JDD)

Provides an overview of the existing literature on the development of metacognition in gifted children and emphasizes the needed areas of research. Reviews research examining individual differences in gifted and nongifted children in the development of declarative metacognition knowledge, cognitive monitoring, and the regulation of strategies.…

Two researchers respond to a previous "TESOL Quarterly" article that assessed the state of the art of research and classroom applications of learning strategies, and the author of the article responds to those comments. (71 references) (JL)

It is argued that efficient use of cognitive strategies also involves domain-specific knowledge, metacognition, and motivation. Issues concerning cognitive strategy instruction are explored, and it is concluded that a hybrid model representing a compromise between the notion of cognitive strategies and current connectionism may best portray human…

This article provides suggestions to assist teachers in the development of mnemonic aids for basic academic, work, and social skills. It uses the mnemonic STRATEGY to present eight steps for mnemonic development. Use of the STRATEGY mnemonic to develop a variety of other mnemonics, concerned with study skills, listening, friendship, lunchtime…

Teaching writing as a process is advocated to enhance a student's metacognitive skills and understanding of writing. The process can be used with students who have mild disabilities. Prewriting techniques such as clustering and color coding are explained, along with three teacher options for prewriting instruction to address class and student…

This article questions the presentation of rules in the classroom and explores some of the different senses of the term "rule." After making some basic distinctions, the article considers implications for the classroom and suggests there is no single approach to the presentation of grammar rules, and that learners should be encouraged to…

Forty college students in a first-year biology course were randomly assigned to a learning journal (experimental) or scientific report (control) group. Results showed that the experimental group used more metacognitive strategies and more sophisticated cognitive strategies during a learning task. (SLD)

Majority of middle level students should be able to comprehend texts if teachers first prepare students for learning, provide adequate support during reading, and help students expend and apply what they have read to situations outside text. Suggested techniques include using graphic organizers and pattern guides to outline narrative and…

Describes a study of concept mapping as a means of learning problem-solving skills. Concludes that the concept mapping subjects were significantly more successful at solving biological test questions than were the controls. Reports no significant differences between cooperative and individual mapping and mixed results for gender. (DK)

Contends article by K. Smith, V. Reina, and C. Brainerd in same "Kappan" issue demeans author's own evidence based on many years of observing actual children; research preferred by reading skills proponents is derived from experimental situations under manipulative conditions. Context is everything, and teacher's role is central. Evaluating all…

Study compared the effectiveness of mental imagery (MI) and visual illustrations (VI) on learning a specific subject. College students received either text alone or text plus VI and/or MI. MI was important for learning and information processing and VI for achievement on multiple-choice and drawing recall tests. (SM)

Outlines a new personality typology that provides a coherent system for construing and conducting research on learning styles. Discusses analytic, holistic, objective, and subjective styles as the affect versatility. Presents implications for educational goals, such as determining which students can benefit from stylistic versatility and which…

Examined four- and five-year-old children's abilities to use a newly learned strategy in recall tasks. Subjects in strategy training groups showed increases in sorting, group naming, and category self-cuing activities in posttraining tasks. (BC)

The article offers six suggestions to help educators teach for true understanding: identify concepts and multiple meanings; create appropriate definitions; pay attention to prior knowledge; provide examples; focus on central elements of the concept; and establish solid evaluation procedures. (SM)