Compared the effects of instruction using social interaction from a cognitive developmental perspective, and instruction with no peer interaction, on correspondence between sound and symbol as displayed through invented spelling. Children exposed to social interaction made greater gains than those exposed to individual work with teacher modeling.…

Studied effectiveness of instruction in seriation and classification for kindergartners cognitively lagging behind their peers. Found that extensive classification and seriation instruction in a variety of formats was particularly helpful in facilitating cognitive gains for struggling kindergartners. Individualized instruction provided children…