The purpose of this meta-analytic review was to establish the efficacy of elaboration as an aid in learning from text-based materials. A total of 29 studies which investigated the effects of training in, or exposure to, the use of this cognitive strategy was examined. Results supported the contention that elaboration enhances higher-order learning; it is an ability to solve problems which are not explicitly stated in the texts. The facilitative effect of elaboration is associated with direct instructions, involving explicit teaching, modelling, feedback, and students' practice in applying the strategy to the content of the texual materials. This study, hence, confirmed and extended the results of previous work in helping students to become effective and efficient learners.
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