Four Cognitive Principles of Learning-Strategy Instruction

Levin, Joel R.

doi:10.1080/00461520.1986.9653021

Cited by 50 publications

(31 citation statements)

References 22 publications

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“…These teaching methods included two or more goal-oriented tactics (see Palincsar, Winn, David, Snyreviews). Principles related to strategy instruction models that emanate from basic research are also outlined in Swanson (1993) and Levin (1986).…”

Section: Review Of Meta-analysismentioning

confidence: 98%

Instructing Adolescents with Learning Disabilities

2003

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A previous meta-analysis indicated that eight instructional factors--Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher Activities (e.g., homework), Technology, and Scaffolding-captured the majority of successful intervention programs for adolescents with learning disabilities (LD). Most important was the Organization/Explicit factor, which contributed significant variance (16%) to effect size. This factor included two important instructional components: advance organization and explicit practice. In this article, we convert these findings into practical guidelines to direct instructional practice.

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Section: Review Of Meta-analysismentioning

confidence: 98%

Instructing Adolescents with Learning Disabilities

2003

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“…In effect, these studies vary in the tasks used (Cunningham & Moore, 1986), the number and sequence of strategies trained, the duration of the training period, the subjects features -age, ability, previous knowledge, and so on-. (Levin , 1986), the introduction of metacognitive aspects in the training (Collins, Brown , & Newman, 1989), the instruction method (Palincsar, 1989) and the assumed models of learning (Resnick, 1984). This situation leave some questions unsolved about this kind of instruction: what kind of task is most effective, what kind of strategies, which method ..., and so on.…”

mentioning

confidence: 99%

Comprehension strategy training in content areas

Carriedo

Alonso‐Tapia

1995

Eur J Psychol Educ

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The main objective of this paper is to present the results of two studies developed to test the effectiveness of teaching different strategies for identifying important information in the context of ordinary instruction. Training in both studies can be characterised as metacognitively oriented and contextualised in content areas. Also, the same strategies have been the object of training in both cases, Previous knowledge activation and diagrammatic representation of relations among text ideas were among the main strategies trained. 31 subjects (11 to 12 years-old) participated in the first study, and 104 (11 to 14 years-old) in the second one, In both cases, subjects were divided into ttl-O groups, experimental and control. Assessment was made through an interview carried out separately with two texts, Results reached statistical significance mainly in study 2, but only for students in higher grades. These results show the effectiveness of the kind of training developed and the importance oftaking into account the developmental and/or academic level of students in order to determinate when to introduce strategy training.The mai n objective of this paper is to present the results of two studies developed to test the effectiveness of teaching different strategies for identifying important information in the context of ordinary instruction.Two lines of inquiry have served as the theoretical framework for these studies: research on instruction related to important information identification and literature about expertsnovices differences.Concerning the former, research on instruction related to important information identification -mainly based on the model of van Dijk and Kintsch (1983) -has underlined that the process of determining main ideas when reading a text is influenced by some important variables, such as previous knowledge, knowledge of text structure and application of macrorules (generalization, suppression and construction-integration). Since, in this process, some kind of failures may occur, research on instruction has been centered on the training of some of these variables in order to correct the faults.

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“…Weinstein and Mayer, 1986) are important. Studies of this type aim towards an understanding of how cognitive skills are acquired, how these can best be trained and how their transferability to a variety of learning tasks can be accomplished (Levin, 1986). Instructional designers will always be required to organize content, and it is important for them to know how this can best be accomplished.…”

Section: Discussionmentioning

confidence: 99%

Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text

Bernard

1990

Instr Sci

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This study assessed two adjuncts to instructional text, structural cueing and graphic organizer processing instructions. Previous research has shown that cueing is a useful indicator of textual structure and that graphic organizers can be enhanced by providing learners with an indication of how they can be used. Results indicated the presence of a three-way interaction among reading ability groups, structural cueing and graphic organizer processing instructions. Analysis of this interaction revealed that high level readers were the only subjects who profited from processing instructions, and only in the presence of cueing. Middle level readers benefited from cueing in both conditions of processing instructions while low level readers were able to take advantage of cueing only in the absence of processing instructions. The results are interpreted in light of previous graphic organizer research.

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Four Cognitive Principles of Learning-Strategy Instruction

Cited by 50 publications

References 22 publications

Instructing Adolescents with Learning Disabilities

Instructing Adolescents with Learning Disabilities

Comprehension strategy training in content areas

Effects of processing instructions on the usefulness of a graphic organizer and structural cueing in text

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