Investigates how metaphor influences a reader's ability to recall information about new concepts, assimilate new concepts into existing conceptual structures, and accommodate new concepts by creating new conceptual structures. Offers support for metaphor as an instructional device for formal reasoners. Suggests that metaphor may interfere with…

Compares Possible Sentences with traditional vocabulary instruction to examine the effect on student ability to pronounce and define targeted basal words. Finds that subjects were able to correctly pronounce many terms when they were presented in story context prior to actual instruction, but they could not define them. Encourages supplementing…

Investigates possible differences between holistic and traditional teaching methods in science on cognitive achievement and affective attainment through the use of the Sonnier Model of Educational Management. Finds that holistic strategies were more likely to produce teacher effectiveness than traditional approaches to teaching science. (RS)

Assesses the effectiveness of whole language instruction over the course of a school year. Finds that middle and low progressing experimental subjects and experimental males at each of three ability levels attained significantly higher mean scores on a cloze test than did their counterparts in the control group (who used basals). (RS)

Finds that children in a whole-class reading program significantly exceeded students' reading in a basal reader control group taught in ability groups. Shows that whole-class instruction effectively accommodated both at-risk and high ability students. (SR)

Finds that the five-part "Let's Get Excited about Life" audio-visual series enhanced self-esteem in two groups of second grade students. (SR)

Suggests that deficiencies in learning to read are in the flawed philosophy and method of beginning reading instruction rather than a deficiency in the individual. Implements a comprehensive program based on interpretations of reading teaching techniques from the 16th through the 19th century. Finds that children learned to spell, read, and…

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

Presents data collected from an assessment of the reading skills of 19 elementary students diagnosed with an attention deficit disorder. Offers recommendations for interventions based on the results of the assessment. Discusses teaching techniques and strategies that address the specific reading deficits reflected in the data. (SR)

Argues that there is widespread use of unproved techniques in the teaching of reading. Argues that the best approach is to combine the best aspects of different positions. Offers 10 guidelines for reading instruction. (SR)

Finds overwhelmingly positive attitudes in two public school faculties toward the change of their curriculum to include the whole language philosophy--students were motivated, teachers were renewed with a positive attitude, and students exhibited an air of confidence and security concerning their performance. (SR)

Finds that preservice teachers who had been exposed to more than one class of technology instruction considered themselves significantly more confident to teach exceptional learners (and to teach a greater number of categories of exceptional students) than teachers who had either one class or no technology instruction. (RS)

Investigates the relationship between type of reading instruction and reading comprehension. Uses predictor variables including IQ, group, race, and comprehension pretest score to predict comprehension score. Finds that the dependent variable was not significantly related to method of reading instruction, and there was no interaction effect…

Examines the impact of the five-week "Let's Get Excited about Life" program on second graders' self-concepts. Finds that students' self-concepts were elevated following treatment according to the students' ratings of themselves and their teachers' ratings of the students. Discusses implications of the findings. (RS)

Explains a strategy to improve comprehension and self-confidence in the at-risk reader. Notes that the method--The Image Format--has six steps that are interactive and interdependent. Finds that the results of the technique is self-repeated expansion of comprehension and self-confidence. Provides instruction on design, teacher use, and student…