Reviews and synthesizes the major findings on reversal errors made by young readers. (FL)

Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Reviews recent research and concludes that it supports a continued and pragmatic developmental analysis of the processes involved in beginning reading. Discusses the instructional implications of this research. (FL)

Reports on a study that examined the effects of decentration training upon second-grade children's responses to reading instruction. Concludes that those who learned to decentrate did better on postinstruction comprehension tests than those who did not learn the technique. (FL)

A study investigated the relationship between scores on individual and group cognitive measures and those on achievement tests for disadvantaged first grade students. (FL)

Discusses the methodology, materials, and results of teaching critical thinking to 20 third graders. (RL)

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)

Argues that the impact of neurological disorganization has been largely overlooked in both the training and in the implementation of educational programs. Discusses the nature and development of intelligence and neurological disintegration. (FL)

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

Compares the effects of DISTAR, Action Reading, and a cognitive development approach on the reading readiness and mathematical achievement of kindergarten children. Concludes that DISTAR was superior to the other programs on all variables. (FL)

Concludes that cognitive development tasks may primarily evaluate reading readiness and suggests that proficient readers are particularly sensitive to semantic text cues. (FL)