Noting that teachers sometimes fail to draw on students' prior knowledge, this guide focuses on helping teachers both to think about the cognitive processes involved in learning and to design activities that provide students with a solid introduction to various learning tasks. The first section briefly discusses current theory and research in…

Recent research into the composing processes of children owes much to Piaget's postulate that cognitive development is linear--that children progress through stages of development whereby tasks are mastered at certain levels of cognitive understanding. The stages of children's writing processes (prewriting, composing, revising), as well as…

Reflecting the increasing complexity and sophistication in reading research, the papers in this collection represent a wide spectrum of approaches, philosophies, viewpoints, and techniques of scholarly endeavor in their treatment of reading research and instruction. Following an address, by the president of the organization, on reading…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 24 titles deal with a variety of topics, including the following: (1) inferential questions in four basal readers; (2) reading instruction in an effective school setting; (3) the social-emotional dimension of teacher-student…

The Research Institute for the Study of Learning Disabilities, established at Teachers College, Columbia University, was guided by the postulation that academic failure experienced by learning-disabled children results from interaction between the way they process information and the information processing demands of the instructional methods…

Students must be actively involved in the process of learning for it to have personal meaning and importance in their lives. Teachers must also become critical thinkers, creative individuals, and decision makers in order to create more challenging learning environments. Teachers need to blend structure and spontaneity into meaningful learning…

The articles in this collection focus on reading, learning assistance, developmental education, and tutorial services at the college level. Topics of the 28 articles include the following: (1) a reassessment of the state of learning assistance; (2) a reaffirmation of the role of developmental instructors; (3) human brain research, cognitive…

The first of a two-volume set, this monograph concentrates on a rapidly developing area of reading research, comprehension. Eleven articles cover theoretical aspects, ways of measuring comprehension, and strategies for teaching. Sense of story and its effect on comprehension and the facility to read, listen to, retell, and create stories are…

Educational implications and symptoms are described for learning disorders, the disruption in the processing of information within the central nervous system caused by brain damage, emotional disturbance, or inadequate presentation of learning experiences. Developmental sequences, developmental progression, and restoration of development are…

Authors in Section 1 of this yearbook distinguish between the special knowledge and tools employed by the linguists, and the concepts and conclusions which may be passed on to teachers; while authors in Section 2 deal specifically with linguistics in the school context--both its content and its implications for teaching strategies. Papers and…

Nine conference papers consider the application of knowledge and methods known to special education to the instruction of disadvantaged children. Edmund W. Gordon views the disadvantaged population; Frank B. Wilderson discusses behavior disorders in children from deprived backgrounds; Harriet Green Kopp describes problems of perception and…

Ausubel distinguishes two kinds of human learning: (1) rote learning, relevant only to a small fraction of human learning, is the mechanistic formation of discrete, isolated traces in cognitive structure, usually through a process of conditioning; (2) meaningful learning, characteristic of most human learning, is a process of "subsuming"…

Seemingly conflicting points of view concerning language instruction which are expressed in various teaching methodologies are reconciled in this paper. Key issues discussed include: (1) the nature of linguistic rules and their relation to the "habits" of language use, (2) the role of grammatical theory in language teaching, (3) the nature of…

Project 2 of the GUME research project on foreign language teaching methods considers whether the structures "some" and "any," and their combinations in English, are best taught by adherence to the habit-formation (implicit) theory or by adherence to the cognitive-code learning (explicit) theory. The experiment also investigates the effectiveness…

This paper presents a survey of the development of linguistics and the influence of linguistics on second language learning. Emphasis is given to the era beginning with language instruction during World War II to the present day. The influence of structural linguistics is described. The resulting audiolingual approach is also considered and…