Notes that before mapping stories, children may need help in defining story elements, and offers a guide to act as a transition to creating stories. (JC)

Third and fourth grade students were administered a learning strategy screening in an attempt to determine: (1) their ability to describe individual learning strategies used to remember presented words, (2) the classifiability of student learning strategy descriptions as primarily visual or verbal, (3) the feasibility of using multiple student…

Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)

Specific comparisons for a categorized set of items indicated that recall of detailed drawings and outlines was superior to recall of words. For an uncategorized set, outlines were recalled significantly better than pictures and both were recalled better than words. (Author/PN)

In a study, kindergarten and third grade students were given handwriting copying practice using different perceptual prompts to reproduce model letter forms. Results indicate that groups trained with perceptual prompts produced more accurate reproductions. (Author/JN)

Reports the results of a study of 7- to 11-year-old boys (n=100) designed to explore the use of visual and auditory information in learning to spell. Results showed that only with 10- and 11-year-olds did visual information produce better results than auditory presentation alone. (JDH)

A study investigated the concept of visual memory and its relationship to the spelling process by examining the attempts of a group of Australian elementary school children to spell a selection of words containing silent consonants. Subjects, 360 second, third, and fourth grade students divided into three spelling ability groups, were given 20…