Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognitive load, specifically the processes that…

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results…

Introduction: Among its contemporaries, the updated Bloom's taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to…

Providing a comprehensive survey of cutting-edge work on second language learning, this "Handbook," written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are…

Existing reading assessments have increasingly been criticized by researchers, educators, and policy makers, especially regarding their coverage, utility, and authenticity (e.g., Magliano, Millis, Ozuru, & McNamara, 2007; Pellegrino, Chudowsky, & Glaser, 2001; Rupp, Ferne, & Choi, 2006). Specifically, there is concern that current…

An educational assessment embodies an argument from a handful of observations of what students say, do or make in a handful of particular circumstances, to what they know or can do in what kinds of situations more broadly. This article discusses ways in which research into the nature and development of expertise can help assessment designers…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

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…

Using a definition of metacognition that distinguishes between knowledge about cognition and regulation of cognition, this paper discusses the role of metacognition in the identification and categorizing of students with learning problems. Following this discussion, the paper describes three types of cognitive skills training studies--blind,…

Contains suggestions from two contributors, the first discussing the importance of distinguishing opinion from fact and the second suggesting 12 activities parents can initiate to improve teenagers' reading skills, such as helping them develop resumes or autobiographies and reviewing important business forms together. (DF)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

A review of research concerning the nature of text organization skills that contribute to reading comprehension ability reveals two distinct categories of studies: (1) those in which texts have been manipulated so as to facilitate spontaneous syntactic-semantic organization by the reader, and (2) those in which readers have received training or…