Applying Cognitive Developmental Principles in Classrooms

[1]  J. Carroll.  A Model of School Learning , 1963, Teachers College Record: The Voice of Scholarship in Education.

[2]  S. Carey.  Cognitive science and science education. , 1986 .

[3]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[4]  Gerald G. Duffy,et al.  How Teachers' Instructional Talk Influences Students' Understanding of Lesson Content , 1986, The Elementary School Journal.

[5]  F. Vellutino.  Has Basic Research in Reading Increased our Understanding of Developmental Reading and how to Teach Reading? , 1991 .

[6]  D. Cross,et al.  Informed strategies for learning: a program to improve children's reading awareness and comprehension , 1984 .

[7]  Robert J. Stevens,et al.  The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. , 1991 .

[8]  Gerald G. Duffy,et al.  Effects of Explaining the Reasoning Associated with Using Reading Strategies. , 1987 .

[9]  M. Carbo.  Debunking the Great Phonics Myth. , 1988 .

[10]  Scott G. Paris,et al.  Children's reading strategies, metacognition, and motivation , 1986 .

[11]  D. W. Kee,et al.  Mental effort and elaboration-a developmental analysis of accessibility effects , 1991 .

[12]  N. Rao,et al.  How do Teachers Teach Memory Skill , 1986 .

[13]  Beth Ann Kennedy,et al.  Persistent use of verbal rehearsal as a function of information about its value. , 1976 .

[14]  P. Bryant,et al.  Categorizing sounds and learning to read—a causal connection , 1983, Nature.

[15]  Jayanthi Mistry,et al.  Memory Development in Cultural Context , 1985 .

[16]  John B. Carroll,et al.  The Carroll Model , 1989 .

[17]  Gloria E. Miller,et al.  Children’s Use of Cognitive Strategies, How to Teach Strategies, and What to Do If They Can’t Be Taught , 1985 .

[18]  R. Calfee.  Article Commentary: Decoding and Spelling: What to Teach; when to Teach it; how to Teach It1 , 1991 .

[19]  S. Paris,et al.  The benefits of informed instruction for children's reading awareness and comprehension skills. , 1984 .

[20]  Frank R. Vellutino,et al.  Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study. , 1987 .

[21]  Carole A. Ames,et al.  Systems of student and teacher motivation: Toward a qualitative definition. , 1984 .

[22]  M. Pressley,et al.  The Challenges of Classroom Strategy Instruction , 1989, The Elementary School Journal.

[23]  M. Lawson,et al.  Effects of training in use of executive strategies on a verbal memory problem resulting from closed head injury. , 1989, Journal of clinical and experimental neuropsychology.

[24]  Gerald G. Duffy.  The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects. , 1986 .

[25]  P. David Pearson,et al.  Moving From the Old to the New: Research on Reading Comprehension Instruction , 1991 .

[26]  P. David Pearson,et al.  Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction , 1987, The Elementary School Journal.

[27]  M. Pressley,et al.  Memory strategy instruction is made of this: Metamemory and durable strategy use. , 1984 .

[28]  S. B. Nolen,et al.  Reasons for studying: Motivational orientations and study strategies. , 1988 .

[29]  Charles A. Perfetti,et al.  The Psychology, Pedagogy, and Politics of Reading , 1991 .

[30]  Charles J. Brainerd,et al.  Cognitive Learning and Memory in Children , 1985 .

[31]  Geoffrey Brown,et al.  The Involvement of Memory and Metamemory in the Schoolwork of Secondary School Pupils , 1987 .

[32]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[33]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[34]  A. Iran-Nejad.  Active and Dynamic Self-Regulation of Learning Processes , 1990 .

[35]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[36]  Carol S. Dweck,et al.  Motivational processes affecting learning. , 1986 .

[37]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[38]  J. Levin.  Four Cognitive Principles of Learning-Strategy Instruction , 1986 .

[39]  D. Perkins,et al.  Are Cognitive Skills Context-Bound? , 1989 .

[40]  B. Bloom.  The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring , 1984 .

[41]  E. Ghatala,et al.  The effects of strategy—Monitoring training on children's selection of effective memory strategies , 1983 .

[42]  R. Glaser,et al.  Introduction: Creating a Knowledge Base for Education: Psychology's Contributions and Prospects. , 1986 .

[43]  R Treiman,et al.  Phonological awareness and spelling in normal children and dyslexics: the case of initial consonant clusters. , 1990, Journal of experimental child psychology.

[44]  M. Carr,et al.  Strategy instruction and attributional beliefs in West Germany and the United States : do teachers foster metacognitive development? , 1990 .

[45]  Allen Newell,et al.  Human Problem Solving. , 1973 .

[46]  Keith E. Stanovich,et al.  Cognitive Science Meets Beginning Reading , 1991 .

[47]  Claire E. Weinstein.  Past Editor's Comment , 1992 .

[48]  David F. Bjorklund,et al.  How age changes in knowledge base contribute to the development of children's memory: An interpretive review , 1987 .

[49]  W. Schneider,et al.  Metamemory and Motivation , 1986 .

[50]  B A Ringel,et al.  On knowing how well one is remembering: the persistence of strategy use during transfer. , 1980, Journal of experimental child psychology.

[51]  Michael Pressley,et al.  Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders , 1990, The Elementary School Journal.

[52]  Lev Vygotsky.  Mind in society , 1978 .

[53]  Robert E. Slavin,et al.  Component Building: A Strategy for Research-Based Instructional Improvement , 1983, The Elementary School Journal.

[54]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .

[55]  Kenneth A. Sirotnik,et al.  What You See Is What You Get--Consistency, Persistency, and Mediocrity in Classrooms. , 1983 .

[56]  M. Pressley,et al.  Completeness of instruction and strategy transfer , 1984 .

[57]  Jere Brophy,et al.  Activities as Instructional Tools: A Framework for Analysis and Evaluation , 1990 .

[58]  R. Glaser.  Instructional psychology: Past, present, and future. , 1982 .

[59]  John D. Bransford,et al.  Teaching thinking and problem solving: Research foundations. , 1986 .

[60]  Anne E. Cunningham,et al.  Explicit versus Implicit Instruction in Phonemic Awareness. , 1990 .

[61]  Dolores Durkin,et al.  What Classroom Observations Reveal about Reading Comprehension Instruction. Technical Report No. 106. , 1978 .

[62]  Ann L. Brown,et al.  Bandwidths of Competence: The Role of Supportive Contexts in Learning and Development. Technical Report No. 336. , 1985 .

[63]  Priscilla L. Griffith,et al.  Acquisition of literacy: A longitudinal study of children in first and second grade. , 1986 .

[64]  Noel Entwistle,et al.  Motivational Factors in Students' Approaches to Learning , 1988 .

[65]  Jeanne Sternlicht Chall,et al.  Learning to Read: The Great Debate , 1967 .

[66]  Virginia Richardson,et al.  Significant and Worthwhile Change in Teaching Practice , 1990 .