Discusses using the distribution practice technique in teaching vocabulary. Emphasizes the importance of keeping the material meaningful to facilitate learning. Stresses the usefulness of teachers keeping themselves informed on new developments in the area of learning theory. (EKN)

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

Examines the appropriateness of the second-language teaching/learning model when applied to college-level first-language writing instruction. (RL)

Familiarizes educators and researchers with a method to develop curriculum according to the individual cognitive styles of individual students. (Author)

Describes three approaches to language arts instruction--student centered/integrated, content centered/segmented, and a combination of these two--and examines the strong and weak points of each. (HTH)

Presents a mathematical game called the dinner-guest problem that deals with Steiner triple systems. (HM)

General developmental stage theory itself is briefly summarized, and the literature is reviewed. Suitable modifications of developmental stage theory for gifted children are briefly considered. Three paramount developmental issues for educators of the gifted are examined. (DLS)

The author states that in a melody/harmony/rhythm sense, improvising on a synthesizer is no different from improvising on any other instrument. The capabilities of synthesizers are described, and exercises and methods to be used with synthesizers are outlined. (KC)

Described is the Pillsbury Foundation School, designed to discover how creative music activity was provoked and generated in children, ages three to six, and how natural musicality could be developed in these young children. The author warns against repressing the deeply rooted natural musicality that young children inherit. (KC)

Contends that school administrators should take a careful look at business management techniques, with an eye to using them in the schools. (Author/JM)

Presents method for introducing William Sheldon's approach to psychology through a classroom demonstration using student observations. Sheldon contends that three general body types relate to three types of personality. (KC)

An accessory to a principal's repertoire of techniques used in managing administrative task areas is the role of the principal as an administrative gamesman. (Author/MLF)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Outlines the theoretical assumptions and pedagogical implications of error analysis and attempts to show the relevance of error analysis to language teaching practice. (CFM)