The revised second edition of a 1976 book explores the literature of research on memory, creation of meaning in language learning, and second language teaching methodology, incorporating results of recent work in those areas. Each of the 12 chapters begins with a series of questions to be addressed and ends with further questions. Chapter topics…

Discusses instruction in mnemonics to help students with disabilities and learning difficulties improve memory for school content. Discusses what mnemonic strategies are; offers general techniques for improving memory; and explains (with examples) the mnemonic techniques of using keywords, using pegwords, and using letter strategies. Also provides…

All beginners at simultaneous interpreting falter at the flow of oral language, unaware that their short-term semantic flow of oral language, unaware that his short-term semantic memory can be managed more efficiently if used to store units of meaning rather than discrete words. Beginners must learn to listen for sense from the start and focus…

Discusses strategies designed to improve elementary school children's memory and comprehension of text. The strategies include summarization, representation, mnemonic imagery, story grammar, question generation, question answering, and prior knowledge activation. (RJC)

At the University of Queensland (Australia), second-language instruction techniques involving principles of sensory training are being used experimentally. The method promotes sensory integration of speech events through auditory, visual, and kinesthetic memory. (MSE)

In the Dictagloss method, a short text is read at normal speed to a class of learners who jot down familiar words as they listen. Students then gather in small groups to review and reconstruct a version of the text and then compare their version with that of other groups. Implications for creativity and memory are discussed. (three references) (LB)

A discussion of the ease or difficulty of learning vocabulary words in a second language looks at a variety of issues in second language instruction. Research on factors in vocabulary learning is discussed, focusing on such factors as similarity in form and morphology, deceptive morphological structure, different syntactic patterning in the native…

This book uses an analogy of "The Wizard of Oz" to offer information about cognitive research, sharing simple tactics for implementing these ideas in the classroom. The book discusses expert findings about brain growth, structure, and functions to help teachers and administrators foster a love of learning in all students. Key features…

This paper discusses five language roots of reading: phonology, syntax, semantics, short-term and long-term memory, and auditory segmenting. Teachers are urged to focus early school experiences toward development of these five skills to reduce the incidence of reading difficulties. Specific teaching suggestions are offered. (Author/DB)

This book presents training activities for special education or regular teachers to use with children having auditory processing disorders. Each chapter begins with a discussion of theory and general intervention guidelines and then presents remedial activities. The first chapter looks at auditory processes overall, lists the normal sequence of…

This guide addresses issues concerned with the reintegration of students with traumatic brain injuries (TBI) into the classroom. It first provides a definition of TBI and identifies characteristics of students with TBI. The guide then discusses cognitive consequences of TBI, with emphasis on deficits of executive function, attention, and memory.…

This article explores how to identify students with traumatic brain injury (TBI), difficulties students with TBI may face in the classroom, where the best placements might be, and what teaching strategies are effective. A classroom observation checklist for students with TBI is provided, along with advice on developing instructional plans.…

This book presents a guide to help teachers manage the multitude of diverse tasks that make up a busy school day. Practical ideas from classroom teachers help educators organize their time and memory. The book offers checklists, rubrics, forms, charts, and reproducible materials to free teachers from having to remember every detail. There are 12…

Issues 1 and 2 (combined) of the 1995 journal contain these articles: "Accelerated Learning in a Beginning College-Level French Class at the University of Houston" (Patrice Caux); "The Psychobiology of Learning and Memory" (Don Schuster); "Do the Seeds of Accelerated Language Learning and Teaching Lie in a Behavioral…

This book presents 16 teaching techniques organized in lessons to be used by teachers who work with adolescents or young adults. The lessons may be used by individuals or in groups to improve instructional skills. A study guide or meeting plan precedes each chapter and suggests objectives, anticipatory set, input and modeling, means to check…