Examines two responses to current traditional rhetoric--the new romantics who insist on the primacy of discovery and the new classicists who believe in aiding discovery through systematic heuristic procedures. (HOD)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Describes six ways to adapt textbooks for studying purposes: chapter outlines, adapting chapter questions, adapting vocabulary, lowering reading levels, taping textbooks, and color coding textbooks. (HOD)

Analyzes features of computer-based interactive video including sophisticated answer judging, diagnostic feedback, simulation, animation, audible tones, touch sensitive screen, function keys, and video enhancements, and matches these to the characteristics and pedagogical styles of learners. The learner characteristics discussed include internal…

Describes how a teacher with little background in science helped her students write puppet plays as part of their learning about the science of rainbows. (FL)

Keeping a journal of classroom experiences can help students express their understandings of the concepts they learn in school and how the lessons relate to their own lives. An eight-item reference list is provided. (Author)

Describes an approach to teaching introductory college literature courses that allows students to engage text directly without help from critical analysis papers and to express feelings of frustration, confusion, and anger in deciphering the meaning of the text. Points up ways in which the text gives rise to comprehension difficulties. (RBW)

The keyword and pegword methods, related mnemonic strategies to improve performance in encoding and retrieving factual information, are described as effective procedures for helping special education and remedial students increase their learning and memory skills. (JW)

Offers three explanations for why students lack the strategies for independent learning and follows that with five practical recommendations for improving study strategies. (HOD)

Schools can promote creative thinking by focusing on aesthetics, purpose, mobility, objectivity, and intrinsic motivation and by encouraging students to work at the edge of their competence. All elements of knowledge can be presented as the products of design, involving purpose, structure, model cases, and arguments. (TE)

Analyzed all interventions made by trainers in two unstructured small groups (N=19) and examined their contributions to members' learning. Results indicated that participants in small groups with an experiential focus tend to learn most when they are taught directly. (LLL)

Discusses the problems involved in teaching reading skills to remedial readers, then offers a model for skill instruction. Provides a lesson plan that uses the model for phonics instruction. (FL)

Notes that students' comprehension and interest increase when they talk about how to read, draw inferences, and answer inferential questions. (FL)

Discusses the need for administrators to focus on how their students revise written work, considers the relationship of the revision process to learning, and speculates on why revision is not usually seen as a major part of student writing. (FL)

Provides an overview of the types of reading programs found in four-year colleges, shows what research says about the different strategies used by good and poor readers in comprehending material, and reviews several existing university programs that are successful in providing instruction in these important reading and learning strategies. (FL)