Evidence for the efficiency of the KWM has been shown in a variety of learning circumstances. The successful imple- mentation of the method for foreign vocabulary learning has been demonstrated for young children (e.g. Avila & Sadoski, 1996; Elhelou, 1994; Pressley, 1977; Wyra, Lawson, & Hungi, 2007), teenagers (e.g. Rodriguez & Sadoski, 2000), adults (e.g. Atkinson & Raugh, 1975; Beaton, Gruneberg, Hyde, Shufflebottom, & Sykes, 2005; Sagarra & Alba, 2006; Shapiro & Waters, 2005), and the elderly (e.g. Gruneberg & Pascoe, 1996). The KWM has been shown to be equally effective for good and poor vocabulary learners (Pressley et al., 1980); it has also proven efficient in teaching abstract vocabulary to students with learning disabilities (Mastropieri, Scruggs, & Fulk, 1990), teaching simple sentences in a foreign language (Kasper & Glass, 1988), on teaching science concepts (Rosenheck, Levin, & Levin, 1989), teaching the names of state capitals (Levin, Shriberg, Miller, McCormick, & Levin, 1980), or in teaching facts such as names and accomplishments of people (Shriberg, Levin, McCormick, & Pressley, 1982). The KWM has also been used to facilitate learning of a variety of foreign languages.