Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Notes that while gifted students have characteristics that suggest superior reading ability, not all of them become capable readers. Proposes a teaching program that is different in content, method, and pacing to help these children reach their potential. (FL)

Sets forth educational inferences drawn from a classroom incident involving a first-grade child and her first story writing experience. (FL)

Notes that neurolinguistic programing, recently introduced in education, helps teachers analyze and overcome barriers to student achievement in reading. Presents applications and implications of the concept. (FL)

Argues that learning to spell is a developmental process and reviews research showing that errors made by poor spellers can indicate the point at which that development has broken down. Discusses some of the linguistic strategies students must acquire to become proficient spellers and offers teaching suggestions for helping students develop a…

Describes the directed group reading technique used by a middle grades teacher in Japan to help her students get the most from a book. Explains how the technique not only allowed the students to acquire more knowledge, but also taught them how to study and think. (FL)