Despite the vast amount of research on cognitive strategy instruction in recent years, few studies have focused on academic strategies taught in school settings over a long time. The interview study reported here tapped the understandings and beliefs about strategy instruction of 31 classroom teachers experienced in strategy instruction and 9 strategy researchers. Though the two groups were generally in agreement about the components of strategy instruction and when to include these components in teaching, significant differences were discovered that merit consideration as part of a comprehensive strategy instruction model.
Get full access to this article
View all access options for this article.
References
1.
BorkowskiJ. G.CarrM.RellingerE.PressleyM. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In JonesB. F.IdolL. (Eds.), Dimensions of thinking and cognitive instruction (pp. 53–92). Hillsdale, NJ: Erlbaum & Associates.
2.
DeshlerD. D.SchumakerJ. B. (1988). An instructional model for teaching students how to learn. In GradenJ. L.ZinsJ. E.CurtisM. J. (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391–411). Washington, DC: National Association of School Psychologists.
3.
DuffyG. G.RoehlerL. R.SivanE.RackliffeG.BookC.MelothM.VavrusL.WesselmanR.PutnamJ.BassiriD. (1987). The effects of explaining the reasoning associated with reading strategies. Reading Research Quarterly, 22, 347–368.
4.
GaskinsI. W. (1980). The Benchmark story. Media, PA: Benchmark Press.
5.
GaskinsI. W. (1981). Reading for learning—going beyond basals in the elementary grades. The Reading Teacher, 35, 323–328.
6.
GaskinsI. W. (1988). Teachers as thinking coaches: Creating strategic learners and problem solvers. Journal of Reading, Writing, and Learning Disabilities, 4, 35–48.
7.
GaskinsI. W.BaronJ. (1985). Teaching poor readers to cope with maladaptive cognitive styles: A training program. Journal of Learning Disabilities, 18, 390–394.
8.
GaskinsI. W.DownerM. A.AndersonR. C.CunninghamP. M.GaskinsR. W.SchommerM., & The Teachers of Benchmark School (1988). A metacognitive approach to phonics: Using what you know to decode what you don't know. RASE, 9, 36–41.
9.
GaskinsI. W.ElliotT. (Eds.) (1983). Teaching for success: Administrative and classroom practices at Benchmark School. Media, PA: Benchmark Press.
10.
GaskinsI. W.ElliotT. (in press). The Benchmark model of strategy instruction: A manual for teachers. Cambridge, MA: Brookline Books.
11.
KirkR. E. (1982). Experimental design: Procedures for the behavioral sciences. Monterey, CA: Brooks/Cole.
12.
LysynchukL. M.PressleyM.D'AillyH.SmithM.CakeH. (1989). A methodological analysis of reading comprehension strategy instruction research. Reading Research Quarterly, 24, 458–470.
13.
LysynchukL. M.PressleyM.VyeN. J. (1990). Reciprocal teaching improves standardized reading-comprehension performance in poor comprehenders. Elementary School Journal, 90, 469–484.
14.
McCormickC. B.MillerG. E.PressleyM. (Eds.) (1989). Cognitive strategy research: Basic research to educational applications. New York: Springer-Verlag.
15.
MeichenbaumD. M. (1977). Cognitive behavior modification. New York: Plenum.
16.
NeuringerA. (1981). Self-experimentation: A call for change. Behaviorism, 9, 79–94.
17.
PalincsarA. M.BrownA. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117–175.
18.
PearsonP.D. (Ed.) (1984). Handbook of reading research. New York: Longman.
19.
PoplinM. S. (1988a). Holistic/constructive principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21, 401–416.
20.
PoplinM. S. (1988b). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389–400.
21.
PressleyM.GoodchildF.FleetJ.ZajchowskiR.EvansE. D. (1989). The challenges of classroom strategy instruction. Elementary School Journal, 89, 301–342.
22.
PressleyM.JohnsonC. J.SymonsS. (1987). Elaborating to learn and learning to elaborate. Journal of Learning Disabilities, 20, 76–91.
23.
PressleyM.LevinJ. R. (Eds.) (1983a). Cognitive strategy research: Educational applications. New York: Springer-Verlag.
24.
PressleyM.LevinJ. R. (Eds.) (1983b). Cognitive strategy research: Psychological foundations. New York: Springer-Verlag.
25.
PressleyM.WoloshynV.LysynchukL. M.MartinV.WoodE.WilloughbyT. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1–58.
26.
ResnickL. B. (1987). Education and learning to think. Washington, DC: National Academy Press.
27.
RogoffB. (1990). Cognitive apprenticeship. New York: Oxford University Press.
28.
SchönD. (1987). The reflective practitioner. San Francisco: Jossey-Bass.
