Enhancing language literacy is one of the most prioritized learning targets of the K-12 curriculum in the Philippines. Several language acquisition, learning, teaching and assessing principles to which the present Language Arts and Multiliteracies Curriculum (LAMC) is anchored on, are consistently improved to forward maximum and effective…

Climate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a…

Idiom comprehension and production reflect a child's language competence. Research suggests that there is a positive relationship between children's reading comprehension skills and their idiom understanding. This study examines whether adult verbal scaffolding, in conjunction with the deliberate use of iconic gestures, can facilitate young…

This report examines the outcomes of the Summer Programs, a two-pronged initiative developed by the Superintendent to provide supplemental instruction for students in need of remediation and access to selected digital application for practice outside the regular school context. The Summer Programs are comprised of seven in-class components and one…

The purposes of this study were to develop the instructional model for enhancing self-directed learning skills of Bangkok University students, study the impacts of the model on their English reading comprehension and self-directed learning ability as well as explore their opinion towards self-directed learning. The model development process…

The paper describes the theoretical background, implementation and preliminary results of the Chicago Mastery Learning/Learning Strategies reading program for upper elementary school students. Reading research and learning strategies research are pulled together to support the argument that the teaching of diverse learning strategies can improve…

Diekhoff argues that you must teach trainees how to learn. He recommends pretraining in learning strategies, including self-pacing, concentration, and reading comprehension. (CT)

Text-learning strategies may help students to: (1) focus attention on key concepts; (2) organize information for storage and retrieval; and (3) integrate new information with existing, related knowledge. Since these strategies can provide learning contexts that stimulate attentional and organizational processes, their use with older adult students…

Lists the advantages that mastery learning has for students and some variables necessary to make mastery learning a reality. (Author/RK)

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

A study examined the relationship between sex differences and the development of reading proficiency, specifically investigating if sex differences related to achievement on measures of silent reading comprehension, sight vocabulary, recognition of vocabulary in context, and use of structural analysis in word recognition taken separately or in…

Developing prerequisite learning skills and strategies and providing knowledge necessary to further learning in a particular discipline are the dual roles of a middle-grade content-area teacher. This paper demonstrates how these dual roles can support each other in developing readiness for learning. The importance of readiness for learning is…

Demonstrations of diagnostic teaching are outlined, generalizations about diagnostic teaching made, and emphasis placed on the need for teachers to individualize instruction and to take into consideration student learning levels. (JB)

The expert-novice paradigm, which demonstrates the outstanding role of domain-specific knowledge in explaining differences in memory behavior and performance, was examined. Two studies are described which compared memory performance of groups equivalent with regard to domain-specific knowledge but differing in intellectual ability. The hypothesis…