This introduction to four papers, which discuss cognitive strategy research with secondary students who have learning disabilities, outlines Edwin Ellis's Integrated Strategy Instruction model for helping students learn content in a strategic manner, identifies model aspects requiring revision, and notes the model's theoretical underpinnings and…

This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

A study investigated the learning and reception strategies used by six learners of college-level French, tested by completion of a rational cloze passage. The analysis focused on the effect of frequency, quality, and clustering of strategies on performance. Results suggest quality and clustering are most significant. (Author/MSE)

Describes the development and implementation of a health promotion curriculum for four- and five-year-old children in a preschool class. The curriculum emphasized the use of the visual arts, drama, and music as learning strategies for health promotion. (BB)

Recommends the use of song lyrics in secondary school U.S. history, government, and economics courses. Contends that using music meets the criterion of cultural literacy in the California History Social Science Framework. (CFR)

Discusses the design of situated learning and the ecological psychology of situated cognition. Topics addressed include the teacher's role; teacher training; anchored instruction; transfer skills; the meaning of learning; apprenticeships; and the Jasper Series, a macrocontext designed to investigate the issues of situated learning. (46 references)…

Provides overview of issues associated with second-language learning strategies, examines research findings outside of the field of language instruction, and explores implications of current research both in terms of instruction and future research needs. (55 references) (LET)

Synthesizes research on nine individual-difference factors that influence success in learning a second language and offers instructional implications for each. The nine factors include aptitude, motivation, anxiety, self-esteem, tolerance of ambiguity, risk taking, language learning styles, age, and gender. (72 references) (LET)

Investigated how working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit and whether limitations in enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. Results suggest that learning-disabled suffer generalized working…

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Transferability of skills in learning is discussed, focusing on the notions of cross-disciplinary, generic, core, and transferable skills and their role in the college curriculum. Cross-disciplinary or cross-curricular skills are examined in terms of their relationship to cognitive domains, and transferable skills in relation to social domains.…

Discusses situated learning in the workplace and in the classroom. Topics addressed include operationalization versus legitimization of educational theories; instruction versus learning; explicit versus implicit instruction and knowledge; individual versus social context; systems narrowly construed versus systems broadly construed; and legitimate…

Discussion of the socially situated and constrained nature of educational computing focuses on situated critical pedagogy and computer education. Four areas are highlighted in an examination of teaching/learning situations: (1) praxis, i.e., a relationship between action and reflection; (2) situated critical pedagogy; (3) interpretive processes;…

This paper discusses the two important domains affecting the success of learning strategy training for students with learning disabilities or other mild handicaps: students' knowledge of critical skills and information potentially related to strategy use, and students' motivation to learn and use the strategy. The paper presents an eight-stage…

Presents Galbraith and James's taxonomy of seven perceptual modalities (i.e., print, aural, interactive, visual, haptic, kinesthetic, and olfactory). Discusses ways educators can demonstrate perceptual modalities in the classroom and help students identify their personal style of learning. Explains how this knowledge can facilitate learning in a…