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Washington, Julie A.; Seidenberg, Mark S. – American Educator, 2021
Teaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading instruction. There is a large and growing body of evidence indicating that language variation impacts reading, spelling, and writing in predictable ways. In…
Descriptors: Reading Instruction, African American Students, Language Usage, Language of Instruction
Sparking Interest, Reducing Learning? The Hidden Drawback of Fun Facts and Other "Seductive Details"
Sundar, Kripa – American Educator, 2020
This article describes "seductive details" as attention-grabbing, irrelevant pieces of information. They can be words, illustrations, photographs, animations, narrations, videos, or sounds. Studying the effects of seductive details is a growing area of research--but it is far enough along to merit teachers' interest: there are over 20…
Descriptors: Learning Processes, Attention, Attention Control, Student Interests
Willingham, Daniel T. – American Educator, 2013
Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. This paper considers findings from this field that are strong and clear enough to merit classroom application. Although many teachers and parents worry that high…
Descriptors: Adolescents, High School Students, Sleep, Cognitive Science
Scruggs, Thomas E.; Mastropieri, Margo A. – American Educator: The Professional Journal of the American Federation of Teachers, 1992
Defines memory skills as techniques for increasing initial learning and long-term retention of information, and argues that good memory skills are important. Nine ways in which teachers can improve the ability of students to remember are presented. Emphasis is placed on mnemonic strategies. (SLD)
Descriptors: Academic Achievement, Attention, Drills (Practice), Elementary Secondary Education
Healy, Jane M. – American Educator: The Professional Journal of the American Federation of Teachers, 1990
The rapid, disjointed, and vivid style of Sesame Street may impede rather than promote progress toward literacy and the development of voluntary attention. It robs children of the ability to create mental pictures. Contends that it is a failure as an instructional medium. (DM)
Descriptors: Attention, Childrens Television, Dysgraphia, Early Childhood Education