Describes a supplementary method for teaching equivalent fractions through the use of a multiplication matrix, providing a simple visual and concrete activity that aids learners in understanding this difficult concept. (SR)

Finds an overall drop in reading attitudes across the upper elementary school years in three of the four schools examined. Reveals few significant relationships between reading attitudes and teacher-reported enrichment activities. Notes that activities that fit with a traditional, direct instruction approach to teaching reading correlated…

Describes a paradigm for generating a variety of problem situations in middle school mathematics, ranging from combining a single mathematical concept or process with a single context, to combining multiple concepts or processes with multiple contexts. Offers several illustrative examples. (SR)

Describes a study in a fourth grade class which investigated students' reactions to the literacy program, providing the teacher with information regarding students' attitudes toward types of materials and specific strategies used. (SR)

Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)

Reveals that the reading skills of Black fourth-grade students improved after they had received training in listening. (FL)

Explores the validity of skill hierarchies in reading comprehension. Finds no differences in comprehension skills between subjects receiving or not receiving comprehension skills instruction. Argues for a unitary or holistic view of reading comprehension. Argues for increasing the time students spend reading self-selected materials. Suggests…

Describes a fictional science classroom/learning experience in which the teacher expresses mild surprise and pleasure at the way the children tend to steer the learning process themselves when they have a relevant purpose in mind. Argues that learning involves being able to express what one knows. (KEH)

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)