Abstract
Logo has excited educators of the deaf by offering a nonlinguistic medium in which students can gain general thinking skills and a sense of empowerment. Research with hearing students, suggesting that few Logo students attain the larger goals of educators, has led some people either to discredit Logo or to discredit the research. This article addresses these oversimplified responses to Logo research. It describes goals of current Logo instruction, reviews some Bank Street College research on Logo and thinking skills, offers guidelines to educators for thinking about this research, and illustrates how research may be used to create improved Logo learning materials.
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