A response to the opinion by John Baer that teaching thinking puts able thinkers at risk. The chances are greater that educators may retreat from teaching thinking if they are uncertain about the importance and possibility thereof than that able students will be harmed by efforts to help them. (Author/TE)

Evidence from the Higher Order Thinking Skills (HOTS) program suggests that at-risk students show little understanding of content without first receiving concentrated instruction in understanding itself. Teaching thinking skills to at-risk students requires a thinking environment, consisting of exploratory conversations, stimulation of curiosity,…

The paper describes the keyword method for vocabulary instruction with learning disabled, mentally retarded, gifted, and typical students. The keyword method, a mnemonic technique using visual imagery, involves recoding, relating, and retrieving. Building fluency, using scientific word parts to understand complex words, and generalizing to…

Examines the cognitive effects of learning to program versus programming as it is experienced in introductory classes. Research studies that have analyzed the cognitive demands of programming are reviewed and criticized, problems of transfer of programming skills are discussed, and 42 references are provided. (LRW)

Provides information on the definition, etiology, and incidence of dyslexia. Presents guidelines to help developmental educators identify and test dyslexic students. Suggests helping strategies and discusses the basics of language retraining in the areas of reading, spelling, and writing. Includes a 50-item bibliography. (DMM)

Focuses on students' immediate behavioral and cognitive responses and short-term outcomes during seatwork tasks. Twenty-four first graders in six classrooms were observed for the (1) apparent focus of attention, (2) nature of involvement with instructional stimuli, (3) initiative taken to seek help, (4) level of success, and (5) perceptions of…

The content and approach of study skills courses are critiqued and alternatives are suggested. It is proposed that an approach providing students with knowledge about the cognitive processes involved in mastering complex material would make the study skills teacher an agent of social change aiming for the enlightenment and emancipation of students…

Explores the pros and cons of various computer menu layouts to be used with computer-assisted learning media. The importance of designing a screen menu that takes into consideration the student's learning style is emphasized. (Author/LRW)

Argues that strategies for overcoming reading comprehension problems should contain the elements of cognitive and metacognitive training. Advocates a reading/learning/study strategy which involves systematic and deliberate instruction stressing increased comprehension by demonstration and guided practice followed by independent application of the…

Examines the relationships between metamemory and strategic behavior in impulsive and reflective children. Children in three experimental groups received (1) prose summarization instructions; (2) summarization instructions in conjunction with meta-cognitive training about the importance of a reflective approach to learning; or (3) no instructions.…

Using Vygotsky's concept of mediated development, a study was designed to determine the effectiveness of what teachers say during instruction in reading skills. Twenty-two teachers were observed five times and their students interviewed to discover student awareness of the use of strategies in reading. Results are explored. (Author/MT)

Compares the literature on teacher effectiveness with observations of 12 primary grade teachers, noting areas where teachers may be missing opportunities to make seatwork more effective. (FL)

The role of the arts in general education as a possible remedy to the current problems in the public schools is explored. (DF)

Examines some of the purposes of environmental education and suggests teaching strategies related to these purposes. Identifies four target groups of professionals who have different needs within a tertiary education setting. Discusses the defining characteristic, major learning outcomes, useful teaching methods, and overall teaching strategies…

A survey of instructional strategies for higher education is presented. The issue of selecting the most appropriate methods and materials is discussed in relation to the type and level of the expected student learning, special needs of the student group, and the practical constraints of the instructional setting. (Author/MLW)