A new approach to measuring readability is proposed based on the analysis of texts as causally connected chains of actions, physical states, and mental states. Using the inference load formula reflecting the difficulty readers have in inferring causal connections, the difficulty of texts can be adjusted for readers differing in skill or knowledge.…

Concludes that the general theory of text processing proposed by Kintsch and van Dijk is able to account for the memory of radio news bulletins in a number of respects. (FL)

Describes a teaching strategy in which teachers ask questions that help students activate their existing knowledge about a text to be read in order to facilitate the learning of new concepts. (FL)

It is proposed that the various classes of a priori knowledge incorporated in heuristic reasoning processes exert a strong influence over architectural design activity. Some design problems require exercise of some provisional set of rules, inference, or plausible strategy which requires heuristic reasoning. A case study illustrates this concept.…

Reports the results of a survey of the practices of 78 Michigan colleges and universities in awarding and transferring credit for nontraditional or experiential learning. (WD)

This study examined the predictive validity of previous music abilities and experiences of skill in music error detection among undergraduate instrumental music education majors. Results indicated no statistically significant relationships which suggest that the ability to detect music errors may exist independently of other music abilities.…

Explores teachers' changing attitudes and understanding of learning processes. (HTH)

Discusses the effect of previous knowledge on reading comprehension. Suggests reading instruction methods that evoke the readers' experiences, or schemata, relevant to the material. (HTH)

An approach to assessing context dependence was applied to data from the Nelson-Denny Reading Test. The results suggest that scores on the difficult passages are inflated because the examinees can answer the questions without having to comprehend the passage. (MKM)

Examined bias in reasoning in adults and in children, ages five through nine years, by presenting story or videotape true/false messages. Found that adults made judgments contaminated by their own background knowledge abut the believability of the message more frequently than did children. (ET)

The integration of assessment, learning, and instruction are discussed, focusing on the importance of students' prior knowledge. A literature review and analysis of 128 studies provide support for the assertion that assessment has an important impact on instruction and learning. Positive effects were found for progress assessment. (SLD)

Investigates the self-reported reading habits and levels of ability in reading of ten heritage speakers of Spanish enrolled in Spanish classes at Purdue University. Results warrant more explicit focus on form instruction and activation of background knowledge for heritage speakers. (Author/VWL)

Presents an account of one teacher's path to realizing the depth of intuitive beliefs about science. Organizes chemistry misconceptions into eight patterns of reasoning that include thinking rules and alternative conceptions. (DDR)

Studies how the implementation of the K-W-L can be varied in different classroom settings to ensure that it has the desired effect on the reading comprehension and learning of elementary and middle school children. Suggests that the K-W-L approach is one strategy, among others, that should be taught thoroughly. (PA)

Explores the effectiveness of intervention discussion sections for a college general chemistry course designed to apply research on student preconceptions, knowledge integration, and student explanations. Describes the testing of two interventions on bond energy and spontaneity. (Contains 44 references.) (DDR)