Reports on the few studies that have explored sex differences in the use of language learning strategies and speculates why females appear to use a wider range of strategies than do males and why social strategies are more popular among women than men. (Author/DJD)

Investigated relationships among metamemory, memory behavior, and memory performance of children aged 4 to 6 in two experiments. Results indicated an increase in preschoolers' ability to establish relationships between cues and targets even if these were not highly associated. (RWB)

Encourages use of the newspaper for adults to improve their reading skills and to practice applying academic skills to problem solving. (NKA)

Study of equilibration between assimilatory and accommodatory processes in the learning styles of first-year French-speaking students of English as a second language indicated that: students' alternative frameworks should be exposed; intake is penetrable; equilibration leads to learning in the broad sense; and language pedagogy should downtone its…

Reviews research conducted to determine if learning to program in Logo has a positive effect on other aspects of thinking, based on Seymour Papert's findings on Logo. The appropriateness of research on Logo and programming is discussed, and research studies involving elementary and secondary school children are briefly described. (LRW)

Stresses the importance of parental involvement in children's education. Describes a successful parent-student study-skills workshop, and discusses several common barriers to parents' participation in workshops along with suggested solutions. (ARH)

Educators have shown great interest in teaching thinking in the last five years. This overview introduces thinking skills instruction as the theme of this issue of "Educational Leadership" and distinguishes three different approaches: teaching for thinking, teaching about thinking, and teaching of thinking. (TE)

The notion that thinking can be taught as a separate skill is a philosophical mistake. Teachers who are knowledgeable about their subject, who understand how it differs from other disciplines, and who can convey this to their students are already teaching thinking skills. (TE)

Six stages of a total communication intervention strategy to improve question comprehension skills in a profoundly hearing impaired subject (age 12) are described: (1) enhancing emergent skills; (2) manipulating wh-question forms; (3) increasing flexibility in wh-question responses; (4) developing questions in conversational context; (5) prompting…

Contexts in which mentally retarded children learn may be counter-productive in that they reinforce excessively dependent learning strategies. Research on nonhandicapped children suggests that contexts which allow children to initiate as well as respond promote independent learning, suggesting ways to structure learning opportunities for mildly…

Maintains that infants two years of age and younger do direct social behavior toward one another. Adults play an important role in young children's social development. Developing strategies and planning peer experiences for infants become a teacher's responsibility. Recognizing differential influence of varying toys may be useful for such…

Contends that developing an interest in a particular topic is the first step in getting students ready to read in the social studies. Maintains the teacher must find ways of using what children already know and couple this with their experiential background to fulfill the need for establishing familiarity before reading. (TRS)

Maintains that only people prepared through an arts education can truly receive and understand the benefits of civilization. Argues that we may counteract the undesirable effects of an easy, "instant response" society by focusing our collective and cooperative energies on education about the arts. (TRS)

A study comparing the use of the Silent Way technique in an experimental setting with its use in a real classroom setting suggests that results of experimental research cannot necessarily be transferred directly to the classroom. Student compositions based on ten Silent Way worksheets and an editing task are appended. (MSE)

Instructional strategies targeted for differentiating between German verb synonyms have involved: (1) extended paraphrases or definitions in German and/or English; (2) reference to stylistic and/or contextual differences; and (3) the use of syntactic and/or semantic features. Application of these strategies is shown with the…