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Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning , clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a(More)
In this chapter we discuss implications of new knowledge about learning for the design of learning environments, especially schools. Learning theory does not provide a simple recipe for designing effective learning environments; similarly, physics constrains but does not dictate how to build a bridge (e.g., Simon, 1969). Nevertheless, new developments in(More)
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