Describes three types of chemical content, learning strategies for each type, and methods of teaching students to use the appropriate strategies. Provides suggestions for improving students' ability to learn. (CW)

Explored validity of new clinical test of verbal memory incorporating constructs from normal and pathological memory research, to quantify the ways examinees learn verbal material. Factor analyses of normal subjects and neurological patients indicated that verbal memory consisted of a number of component factors, reflecting learning strategy,…

Providing adaptations and alternatives to book reporting helps mildly handicapped students master objectives and material that might otherwise go unlearned. The article includes a proofreading checklist that the student can use to help complete a regular book report and a list of 25 alternatives to meet individual learning styles. (Author/VW)

Suggests instructional methods and communication strategies for second language learning which include the students' need to express themselves in non-pedagogic situations. Elements of basic awareness of face-to-face interaction are also presented. (Author/CB)

Study of the probabilistic nature of processing strategies in Dutch/English bilinguals indicated that sentence interpretation in English generally paralleled that in Dutch, with divergence toward similarity in performance by English monolinguals. (Author/CB)

This discussion of authoring systems focuses on modes of computer-assisted learning delivery and criteria for their selection. Topics discussed include industry's use of authoring systems, a systems approach to designing courseware, media selection, learning strategies, instructional events that comprise learning situations, and cognitive…

Examines the relation between attention to target and context information and target recall in an incidental learning task for children and adults. Results support a distinction between context-interactive and context-independent situations and suggest that the attentional patterns that are efficient for memory may differ with the kind of…

Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Transformational mnemonic strategies have been effectively used to enhance associative and serial list learning of borderline subjects classified as mentally retarded. Recent applications have involved concrete and abstract native-language vocabulary, numbered or ordered information, and digit span recall. (CB)

Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

The differences between good and poor readers using story schema in recall and reconstruction tasks was examined. Results showed that good and poor readers could use a story schema when the story followed canonical format. Conclusions supported the view that poor readers perform quite differently from younger normal children. (Author/JAZ)

Provides a rationale for the reading/writing connection through a brief review of research and describes Questions into Paragraphs (QuIP), a three-step procedure designed to improve expository awareness. (FL)

Describes a metacognitive strategy that has shown the ability to improve the reading comprehension of poor readers and learning disabled adolescents. (FL)

Analysis of language research and observation of two language classes suggest that, when teachers devote efforts to promoting students' encounters with and use of natural language, students will have the opportunity not only to learn about language, but also to arrive at proficiency in its use. (CB)

Reviews an investigation of the effects of problem format and the number of independent variables on the responses of students to a control of variables reasoning task. Results indicate that adding independent variables to a control of variables reasoning problem leads to an overload of working memory which affects performance. (ML)