Strategy-Monitoring Training Enables Young Learners to Select Effective Strategies

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Abstract
This article reviews evidence bearing on the relationship between strategy knowledge and strategy use. It is particularly concerned with efforts to overcome metacognitive deficiencies in young learners. One promising line of research focuses on strategy-monitoring training that enables young children to acquire: and utilize knowledge about strategy effectiveness. The research evidence indicates that: (a) strategy knowledge that results in effective strategy maintenance incorporates strong linkages between performance, strategies, and goals; (b) in contrast to the approach of providing children with explicit information about instructed strategies, strategy-monitoring training results in metacagnitive acquisition strategies that can subsequently be activated to enable children to derive metacognitive benefits from experiences with new strategies.

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