People learn to learn as they develop their concept of knowledge. The heart of the learning process is self-awareness, self-monitoring, and active reflection. Teaching and learning should be an interactive process, which should involve both learning and learning how to learn. (SK)

Lists and annotates eight items from the ERIC database that discuss ways to motivate children to use the library and to read. (PRA)

Develops an Information Text Reading Activity (ITRA), a conceptual framework for presenting reading lessons that will engage students in reading informational text actively. Notes that the framework provides a basis for selecting and evaluating instructional activities and assists the teacher in moving students toward independence in learning. (RS)

Describes VOCAB-LIT, a technique for helping students understand literary elements through vocabulary study. Finds that the VOCAB-LIT technique is an effective strategy for integrating vocabulary study and literature study. (RS)

The paper presents a research-based case for mnemonic instruction with mildly disabled students, and recommends learning tasks, designs, and implementation formats. Evolution of the research, from theory-driven laboratory research to long-term classroom applications, is described. Recommendations are offered for further research. (Author/JDD)

The paper argues that the strategies instructional approach should be infused into preservice teacher training programs. Reconfiguration of course structures and preparation experiences should include not only "what" is taught about learning and teaching, but also "how" teacher trainers incorporate the principles of strategies…

Analyzes the problems involved in teaching Russian verbal aspect to English speakers, and suggests an explanation of the problem of achieving bilingualism through use of C.S. Peirce's trichotomy of interpretants: emotional, energetic, logical. Peirce's classification of signs and interpretants is used to define learning strategies employed by L2…

Instead of diagnosing students' individual learning styles, a Seattle eighth grade teacher tries to help students become more aware of their own styles and develop strategies for dealing with the diverse demands of school and life in general. Students learn about style through informal debriefing of class activities and through formal instruction…

Assesses the effects of on-line advice messages that suggest learning strategies to the user. Results support the proposition that the design of learner-controlled interactive video materials for language teaching may be potentially helpful to students who do not come to a database environment equipped with effective language-learning strategies.…

Discusses burnout among teaching librarians and suggests cooperative learning methods in bibliographic instruction classes as a way to avoid burnout. A workshop is described that was developed at SUNY College at Oswego to teach other librarians collaborative and cooperative teaching methods, and background materials on group work in education are…

Six studies examined the effectiveness of the elaborative interrogation teaching strategy, which involves students generating answers to "why" questions about facts about to be learned. The preschool and elementary students demonstrated higher factual recall when they were instructed to use their own elaborations of facts rather than…

Gives an impression of the way Freudenthal worked on mathematics education during the period after World War II, until the early seventies. Shows how Freudenthal approached research, both in education and in mathematics education. Examines two core themes in detail--learning mathematics and developing mathematics education. (Contains 52…

This article offers suggestions for incorporating cognitive principles into mathematics instruction for students with disabilities, such as identifying underlying concepts and relationships and teaching them explicitly, and presenting instruction from a problem-solving perspective. A checklist is provided for determining whether or not…

Research indicates that students with learning disabilities may experience significant difficulty with taking notes during teacher lectures. Approaches for helping students include task accommodations (such as taping the lectures or purchasing notes) and notetaking skill/strategy instruction (such as paraphrasing, outlining, using abbreviations,…

Focuses on one cognitive strategy, metacognition, and describes the success of this strategy with students of varying ages and abilities. Provides a six-step model for implementing strategy instruction in the classroom. (RS)