The ability of 54 learning-disabled high-school students to monitor their comprehension was compared under three prereading conditions: self-questions only, structured overviews and self-questions, and a control condition. Subjects receiving both the overviews and self-questions were best able to detect errors during reading. (Author/DB)

This study investigated the effects of advance organizers on the English reading comprehension of six bilingual fifth and sixth grade learning disabled students whose primary language was Spanish. An alternating treatment design was implemented. Following each treatment, the students read an expository text written in English and answered eight…

This paper presents a detailed description of two information-processing tools, scripted cooperation and the use of knowledge mapping, and their potential application to deaf education. Scripted cooperation is a method for structuring the cooperative learning activities of student pairs. The roles and activities of the participants are scripted.…

Two studies evaluated the effectiveness of guided notes with five secondary students with mild disabilities and three postsecondary students with learning disabilities. In both studies, use of guided notes resulted in significantly improved academic performance. (Author/DB)

Reports on a study designed to investigate how the use of computer assisted instruction (CAI) tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect achievement scores, retention scores, and rates of learning. (TW)

A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…

The theory behind concept mapping and advance organizers is reviewed. Special variations of concept mapping are presented. Evaluation using concept maps and long-term retention are discussed. (CW)

Two instructional treatments to increase oral reading and reading comprehension were evaluated with 5 Hispanic students (ages 11 and 12) with speech and language impairments. For all students, preliminary discussion of key words was more effective than listening to the story prior to reading but not more effective than the combined treatment.…

Maintains that the use of metacognitive learning strategies have been recurrent pedagogical tools for facilitating foreign language learning. Describes how new hypermedia and interactive video technology have broadened the scope of computer-assisted instruction. Calls for more research on this topic. (CFR)

Presents a flexible teaching method for organic chemistry that retains the advantages of lecturing but eliminates the necessity of having to cover all of the material in class. Describes the organization, preparation, and use of study sheets. Discusses how class activities can be used with this method. (CW)

Outlines a series of strategies and approaches to increase undergraduate student participation. Strongly recommends the use of study questions (disseminated prior to the readings) and a classroom management style emphasizing participation and involvement rather than an immediate mastery of the material. Discusses the benefits and limitations of…

Recounts a portfolio writing assignment designed to help students develop better study skills, increase metacognitive awareness, and use self-reflection to evaluate their performance during the semester. Students completed surveys and journal entries assessing their strategies for reading and studying, as well as, performance goals, emotional…