Strategy Instruction at Benchmark School: A Faculty Interview Study
- 1 February 1991
- journal article
- research article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 14 (1) , 19-48
- https://doi.org/10.2307/1510371
Abstract
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.Keywords
This publication has 14 references indexed in Scilit:
- Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor ComprehendersThe Elementary School Journal, 1990
- A primer of research on cognitive strategy instruction: The important issues and how to address themEducational Psychology Review, 1990
- The Challenges of Classroom Strategy InstructionThe Elementary School Journal, 1989
- Holistic/constructivist Principles of the Teaching/Learning ProcessJournal of Learning Disabilities, 1988
- The Reductionistic Fallacy in Learning DisabilitiesJournal of Learning Disabilities, 1988
- TEACHERS AS THINKING COACHES: CREATING STRATEGIC LEARNERS AND PROBLEM SOLVERSJournal of Reading, Writing, and Learning Disabilities International, 1988
- Elaborating to Learn and Learning to ElaborateJournal of Learning Disabilities, 1987
- Teaching Poor Readers to Cope with Maladaptive Cognitive StylesJournal of Learning Disabilities, 1985
- Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring ActivitiesCognition and Instruction, 1984
- Cognitive-Behavior ModificationPublished by Springer Nature ,1977