No abstract

Rational thinking in school-based practice may be manifest by closer adherence to the tenets [corrected] of the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA), ultimately resulting in increased rational thought and improved student outcomes.

This study's findings raise concerns about the usefulness of prior knowledge assessments on the QRI-4. Interest had little impact on comprehension performance. Educational implications are discussed.

The environments of most young children present many opportunities for learning. However, preschoolers who have severe motor disabilities frequently are unable to explore the world around them. Project Participate addressed the limitations that severe motor disabilities place on the activities of preschoolers by developing a model for making decisions about interventions that enhance a child's ability to actively participate in educational programs. This decision process is an approach to examining the reasons for limited participation and results in an intervention plan that facilitates the child's active involvement The effectiveness of these interventions in increasing child participation in play with preschool materials, communication, social interaction, and mobility is documented The results of the evaluation of Project Participate are presented Children learn by acting on their environment Both theoretical and empirical literature support the importance of active learning on young children's cognitive and social development (e.g., Bruner, 1975;Uzgiris & Hunt, 1975; Yarrow & Pederson, 1976). Motor disabilities reduce children's access to opportunities for controlling events that promote learning and development, thereby affecting major areas of functioning such as (a) mobility, (b) oral communication, and (c) hand use.A child's lack of interaction with toys and

The purpose of this review is to explain the role and importance of motivation for reading comprehension and suggest classroom practices that can foster motivation to read. Method: A computerized literature search for theoretical accounts of and research findings on motivation in education and reading was conducted for this review. Conclusions: Motivation to read is positively associated with amount and breadth of reading. Cognitive and affective aspects of motivation can be fostered to encourage reluctant readers to value books and reading experiences. The suggested classroom practices support student motivation to learn through reading.