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ERIC Number: ED427056
Record Type: RIE
Publication Date: 1998-Jan-17
Pages: 29
Abstractor: N/A
Effects of a Cognitive Processing Strategy on Spelling, Definitions, and Reading.
Furukawa, James M.; Ford, Barbara; Ayson, Elizabeth; Cambra, Kimberly; Takahashi, Linda; Yoshina, Karen
The use of learning strategies is universally encouraged, but there is a lack of specific and concrete examples. The CPC (Capacity, Pyramid, Chunking) Way of improving achievement is based on a specific learning/teaching strategy that can be used in all academic skills. It adjusts information acquisition to individual differences in learning capacity, style, and experience. The adjustment requires learners to process information in quantities that match their capacities, to organize the information in a hierarchical structure of key words (nouns and adjective-nouns), and to chunk them into a single meaningful whole for later uses. The CPC Way led to an average 6.15 point improvement in Stanford Achievement Test scores for 145 sixth graders. However, pre-CPC Way and post-CPC Way data were not collected for specific applications. To remedy this oversight, data were collected on spelling, definitions, and reading efficiency. The findings show improvement by high- and middle-capacity students on all three skills; however, low-capacity students benefited only in definitions. Reasons for this failure are advanced, and remedies suggested. The findings are highly significant because they suggest that a single learning strategy can lead to improvements in these skills. Three appendixes contain spelling and definition examples and a reading assignment. (Contains 3 tables, 2 figures, and 31 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Hawaii Educational Research Association (Honolulu, HI, January 17, 1998).