Describes a tool for determining a student's level of language development through oral responses; indicates a positive correlation between achievement test scores and oral language production. (MAI)

Inferential questions were found to elicit longer responses than factual questions, reflecting complexity and the use of higher cognitive processes. (MKM)

In this study, hypothesis probe techniques were used to provide trial-to-trial monitoring of second and third grade children's use of feedback. (SB)

A set of decoding tests and picture-word interference tasks was administered to third and fifth graders to explore the relationship between single-word decoding, single-word semantic processing, and text comprehension skill. (BRT)

A sample of 120 first and second graders read and recalled sentences comprised of logograph symbols. Those children who did not demonstrate cognitive integration of the symbols subsequently recalled fewer items and failed to retain the semantic and syntactic structure of sentences. (Author/JMB)

Describes a teaching method adopted at Farmers Branch Elementary in Dallas, Texas, called webbing technique. This technique involves relating available information about a teaching topic in a pictorial display. (CH)

Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

Fifty Brazilian children aged seven-13 were individually given addition and subtraction exercises. Counting was the preferred procedure, with use of school-taught algorithms limited. Some children decomposed numbers into tens and units and then worked at both levels. They rarely referred to previous results when doing related exercises. (MNS)

The use of logical reasoning is illustrated with a problem and its solution process. Other suggestions for teaching problem solving are included. (MNS)

Children's mental performance was studied in the context of arithmetic word problem solution. Response latency and error data indicated subtraction was more difficult than addition. Understanding children's problem solutions in terms of flexible strategy use and the fact that many errors have a systematic basis are important in studying children's…

Investigates effects of illustrations on 11-year-olds' comprehension of abstract and concrete passages. Reveals no significant effects due to the illustrations, although ability effects were found for literal, inferential, and total comprehension. (DF)

Examines the relationship between the mental effort requirement of cumulative rehearsal and spontaneous utilization of the strategy by three groups of children (mean ages 7.6, 8.7, and 11.5 years). Results showed that the mental effort requirement of strategy use may influence children's strategy selection on memory tasks. (Author/CI)