Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)

Examines why analytical thinking should be a major focus of teaching in the reading and writing classroom. (HOD)

Examines some recent ERIC materials on comprehension processes and on how teachers can improve students' awareness of comprehension or metacomprehension. (HOD)

Describes an Environmental Reading Program, in which students come to realize that they are readers of their surroundings. Shows how the program can stimulate thought processes and promote comprehension. (FL)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Reports on a study of four Australian 11th-grade biology students that used stimulated recall to evaluate student thinking processes.The study confirmed the complexity of the teaching-learning process. (MD)

Two experiments were conducted on the influence of language mode (print or sign) and syntax (English or American Sign Language) on recall, preference, and comprehension. Prelingual deaf individuals' visual orientation produced a sign-based encoding system that responded to American Sign Language as a familiar language. (Author/BS)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

The miscues of thirty randomly chosen third-year French students in four high schools were examined and analyzed to discover the strategies they used. (Author/RM)

This study addressed the problem of how a prospective mathematics teacher's active engagement in a scientific inquiry can deepen the meaning of her extant mathematical concepts. We used a constructivist framework to analyze a 2-hour interview with a prospective mathematics teacher as she solved an open-ended problem of graphing a 3-D landform. We…

This paper explores the phenomenon of mathematical understanding, and offers a response to the question raised by Martin (2001) at PME-NA about the possibility for and nature of collective mathematical understanding. In referring to collective mathematical understanding we point to the kinds of learning and understanding we may see occurring when…

Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize…