Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Presents a picture of future reading instruction conducted instantly through "brain language" and special devices. (FL)

A study conducted in Northern Ireland discovered differences in cognitive processing between average adult readers and adult literacy students. (MKM)

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