There is some confusion in discriminating basic educational research (which explores the why's and how's of learning) from applied research (which seeks to test the implications of basic research results) because some investigations are conceived without a clear purpose. Thus, it is not uncommon for researchers to suggest implications that…

Elementary school teachers acknowledge the need for better writing instruction, but seldom have time for it within their already crowded curricula. Writing instruction suffers from placing skills development before writing activities, from emphasis on reading, and because many teachers are not well prepared to teach writing. A low priority is…

This book is designed to teach parents the skills necessary to enable them to help their teenage children who are having study problems. The book covers a wide range of possible difficulties from basic reading problems to researching and writing a full-scale report. The book includes discussions of alibis students use to disguise poor study…

The following papers of relevance to second language instruction are compiled here: (1) "Bilingual Math in a Monolingual Classroom: A Field Study," by Elizabeth M. Baricevic; (2) "Ideologie et pedagogie: reflexions sur le manuel de francais au programme de '3e annee secondaire' en Algerie," by Jeanne Adam; (3) "Pedagogic…

A study was conducted to determine what beliefs secondary school students held about reading and to compare those beliefs with a set of elementary school teachers' beliefs identified by G. Duffy and W. Metheny. Three hundred high school students from freshman, junior, and senior social studies classes completed a revised version of the 45-item…

Using informal, objectives-based, or linguistic methods, three elementary school teachers and three experienced item writers developed criterion-referenced pretests-posttests to accompany a prose passage. Item difficulites were tabulated on the responses of 364 elementary students. The informal-subjective method, used by many achievement test…

Ability to reason clearly and efficiently is perhaps the single most important learning objective common to all subjects and to all aspects of the schooling situation. In order to design an effective reading comprehension program, teachers and program planners must assess children's logical abilities. This discussion provides a review of some of…

This introduction to the pedagogy of reading comprehension in a second language focuses on learning strategies appropriate to achieving reading competence. Lexical strategies can be fostered by tolerating local errors and encouraging practice in the identification of specific features such as tense, part of speech, and cognation. Tasks that…

Focusing on helping teachers to understand and help children who have reading disabilities, the 13 papers in this volume were prepared by practitioners at various levels from public school, community, and university settings. The papers included in part one offer insights into the concomitant aspects of reading difficulties. Specific topics…

The recent experimental literature on the acquisition of English antonyms is reviewed, with special reference to the position of Eve Clark and the particular ontogenetic assumptions her position entails. The assumptions examined are: (1) in a hierarchically organized lexical domain, the order of acquisition appears to be from the top of the…

A peer tutoring program was implemented in a nongraded innercity school in an effort to decrease discipline problems--specifically fighting--and to increase the reading comprehension of both tutors and tutees. The target group consisted of 25 intermediate and junior high school students who tutored 25 intermediate and primary school students. The…

Six articles are presented in this special interest journal focusing on two-year college reading instruction. Mindy Brooks discusses teaching and learning styles in terms of individual approaches to gathering and evaluating data. W. E. Jackson and Twalah Jackson discuss changes in the educational environment as related to the concept of "getting…

This report provides a detailed account of a three-year project that sought to determine how average and above average ten- and fifteen-year-old readers in Great Britain actually used reading in school. The 11 chapters cover the following topics: the origins, background, and development of the project; the differences between spoken and written…

This volume contains a series of stories and related questions about famous graduates of Boys and Girls High School and about some high points in the school's 100 year history. Brief biographical sketches are provided for Shirley Chisholm, Isaac Asimov, and other individuals who graduated from the school. Other readings describe various aspects of…

Differences in 164 fifth grade students' reading comprehension scores were obtained with four different tasks typically used to measure comprehension (multiple choice, recall, cloze, and maze), using four different reading passages that were equated according to readability formulas. Data analyses revealed significant effects for passage, task,…