Shows how having students write journals about their learning experiences was an effective teaching technique in the primary grades. (RL)

First, second, and third grade students were asked to draw inferences after reading stories written by themselves, by peers, and by adults. The 70 subjects were divided into groups of slow-inaccurate, slow-accurate, and fast-accurate readers. After reading each type of story, they responded to six questions requiring text-based inferences.…

Discusses the relationship of cognitive development or thinking skills to language development and beginning reading. (MKM)

Argues that "kid watching," the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL)

Reports on two studies that examined differences in the processing strategies of beginning readers, as indicated by an analysis of oral reading errors. (FL)

The Cognitive Curriculum uses a nontraditional approach to language instruction. Children play an active role, learning from concrete experiences while writing and reading their own material. This type of instruction has been developed with Project Follow Through students and has been particularly successful in writing instruction. The Productive…