Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Proposes four guidelines to help educators evaluate vocabulary instruction: (1) instruction should help students relate new vocabulary to their background knowledge, (2) instruction should help students develop elaborated word knowledge, (3) instruction should provide for active student involvement, and (4) instruction should develop students'…

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)