This article describes ways in which the dramatic context can provide children with a purpose for writing. When writing is integrated with drama, children can reflect on a problem by expressing their thoughts and feelings in different forms ranging from the personal and private to the more formal and public. (MT)

A study involving 18 dyslexic, 18 reading retarded, and 18 normal children (eight to 10 years old) concluded that, on anagram tasks, dyslexic Ss differed sharply from normal children in terms of quantity of answers, relationship between correct and incorrect answers, and strategies. (CL)

Describes dependent behaviors that can influence children's progress in learning to read, and discusses the issue of independence in the context of current theory and research. (RH)

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Three eperiments assessed the effects on strategy transfer of supplements to keyword method instruction; supplements included more comprehensive instructions concerning strategy application, additional practice with strategy during instruction, and combined directions and practice. Generally, results indicated that more explicit instructions are…

A model is offered which demonstrates the role of brain hemisphericity in teaching-learning strategies which implements affective learning without sacrificing cognitive achievement. (Author/BRR)

This study was conducted in a private language school in Auckland, New Zealand to investigate the relationship between course level and reported frequency of language learning strategy use by speakers of other languages and to look for patterns of strategy use according to course level and other learner variables (Author/VWL)

Focuses on how to work crossword puzzles, such as those published in magazines or specialized publications. The article emphasizes the importance of the dictionary for this activity, which can be a pleasant cultural exercise in vocabulary development and spelling instruction. (Author/CK)

Describes how teachers can improve students' learning by teaching them developmentally appropriate learning strategies. (12 references) (PKP)

Two observations, one of a toddler mastering a skill and one of a group of children playing, show how imitation and variation are interwoven in the strategies for learning used by children. Imitation is an entrance into learning, and variation gives insight into the cognitive world of young children. (SLD)

Reviews work in the field of writing instruction, focusing on self-regulated strategy development (SRSD), which emphasizes the development of composition and self-regulation strategies in tandem. The six stages of SRSD are: develop and activate background knowledge, discuss the strategy, model the strategy, memorize the strategy, support the…

Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and socially support their emulation and adaptive use of…

The integrated skills of reading, writing, listening, and speaking can be used to support active learning in keyboarding classes and simultaneously reinforce making decisions, working with people, and composing at the keyboard. (Author)

Examines the differences between instructional strategies and instructional tactics as part of the instructional systems design (ISD) process. Instructional strategies and learning strategies are discussed, learning outcomes are described, and a decision tree is presented to help designers select appropriate instructional tactics. (36 references)…

Learning-to-learn skills prepare students for the more complex skills of metacognition, which will eventually become a framework for all the individual thinking skills taught. Twelve learning-to-learn skills are identified, accompanied by suggested instructional strategies. The objective of these skills is to make students active rather than…