This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for…

Reviews four aids to reading: notetaking, underlining, inserted questions, and organizers in text. For each method, investigations on the key variables are discussed and generalizations from the literature are drawn. (AO)

Examines 44 published research studies involving advance organizers, and evaluates four specific predictions of assimilation theory. Analysis of the specific qualifications and specific predictions of assimilation theory suggests that assimilation theory is well supported by the results of advance organizer studies. (Author/RAO)

Anderson, Spiro, and Anderson (EJ 189 658) assert that the author's assimilation theory of meaningful learning and retention is "hopelessly vague." Documented examination of these assertions indicates that they are unspecified, unsubstantiated, undocumented, and based on indisputable misrepresentation of published material and on logical…

Argues that the use of semantic webs (a means of organizing a subject visually) can help students focus on the social issues in their reading and discussions of literature. (Author/FL)

Examined advance organizer research to determine its implications for instructional designers planning learning activities and instructional media, particularly the relationship between the forms of advance organizer and media. Found few studies comparing forms of organizers or the relationship between forms or organizers and media, indicating a…

Defines information mapping, illustrates its techniques, and compares its techniques with those employed in programed instruction. (HOD)

The purpose of the eight studies reported in this paper was two-fold: to identify some of the relationships that exist between the unique properties of diagrams and various aspects of cognitive processes and learning, and, subsequently, to derive principles from these relationships that would direct the design and use of diagrams in the classroom.…

The authors review research on effective practices in secondary schools with relevance for secondary teachers of learning disabled students. Three elements appear to be related to student learning: time for student learning, teacher-student interaction, and lesson structure. Research on each of these elements is reviewed and suggestions made for…

The main findings of a meta-analysis of 23 research reports were the following: giving behavioral objectives, learning directions, or questions before an instructional text is read leads to some improvement in the learning of goal relevant material; however, these preinstructional acts impede the learning of goal irrelevant materials. (Author/BW)

Reviews the guidelines for the construction of an advance organizer as proposed by David Ausubel and examines why the term has so many possible definitions. (FL)

A review of four studies conducted by Ausubel raises serious doubts about the efficacy of advance organizers under a variety of circumstances. In addition, this review questions the adequacy of definitions for two central notions of subsumption theory (discriminability and advance organizer). (IAH)

The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided. (Author/LMO)

Twenty-nine reports yielding 112 studies were analyzed with Glass's meta-analysis technique, and results were compared with predictions from Ausubel's model of assimilative learning. Overall, advance organizers were shown to be associated with increased learning and retention of material to be learned. (Author)

Notes that after 20 years of research on advance organizers there is little unequivocal evidence regarding their efficacy and optimal use. Discusses two aspects of this research that are probably responsible for these findings: lack of scientifically objective advance organizer construction and definition and the lack of objective and valid…