Descriptor
| Cognitive Development | 4 |
| Cognitive Processes | 4 |
| Learning Theories | 2 |
| Beginning Reading | 1 |
| Children | 1 |
| Concept Formation | 1 |
| Concept Teaching | 1 |
| Cues | 1 |
| Educational Research | 1 |
| Elementary Education | 1 |
| Learning Processes | 1 |
| More ▼ | |
Source
| Reading World | 4 |
Publication Type
| Journal Articles | 3 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedIsakson, Richard L.; And Others – Reading World, 1979
Discusses a study that shows that young children were not consistently able to find the main idea in nonverbal material. Suggests that children at grade three might effectively respond to instruction in finding the main idea and that children in grade five should have little difficulty with this task. (TJ)
Descriptors: Cognitive Development, Cognitive Processes, Educational Research, Elementary Education
Peer reviewedCleland, Craig J. – Reading World, 1980
Discusses Jean Piaget's information-processing model of cognitive development. (FL)
Descriptors: Children, Cognitive Development, Cognitive Processes, Learning Theories
Peer reviewedCleland, Craig J. – Reading World, 1981
Contends that Jean Piaget's theories may be helpful in three areas of reading instruction: (1) when reading instruction should begin and how it should proceed, (2) the effect of the mature reader's cognitive development on comprehension, and (3) how the theories can help to refine reading theory. (FL)
Descriptors: Beginning Reading, Cognitive Development, Cognitive Processes, Learning Theories
Peer reviewedRentel, Victor M. – Reading World, 1971
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Concept Teaching
