text: The ability of 20 deaf and 20 hearing high school students to recall propositions and inferences from prose was examined and compared. Ss were asked to read and then write a given story. Hearing Ss recalled significantly larger numbers of propositions than deaf students, but both deaf and hearing Ss recalled similar numbers of story inferences in their written narratives. The interaction between the deaf Ss' reading comprehension levels and their narratives revealed that better readers were more accurate in recalling explicit premise information, but were not different in recalling implicit content. Results suggested that written instructions, texts, and narratives should be viewed as communication acts requiring integrated communicative performance for implicit intentions, as well as explicit facts. (Author/CL)
  Descriptors: Communication Skills, Deafness, High Schools, Reading Comprehension, Recall (Psychology)
  Note: Paper presented at the Annual Boston University Conference on Language Development (9th, Boston, MA, October 14, 1984).
  ERIC - The Engineering of Engineering Education: Curriculum Development from a Designer's Point of View, European Journal of Engineering Education, 2006-May
  Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula. (Contains 13 figures.)
  Many educators continue to treat reading and writing as separate subjects. In response to this observation, the authors offer four research-based writing strategies that teachers can use to improve student reading comprehension through writing. The writing strategies--"About/Point", "Cubing", "Four Square Graphic Organizer", and "Read," "Respond", "Revisit", "Discuss"--reinforce reading comprehension by helping students strengthen their skills at summarizing, thinking in-depth from multiple perspectives, activating and organizing numerous thoughts, and creating interest through meaningful social interactions. (Contains 1 table and 6 figures.)