Strategy Instruction Research Comes of Age

Pressley, Michael; Symons, Sonya; Snyder, Barbara L.; Cariglia-Bull, Teresa

doi:10.2307/1510249

Cited by 48 publications

(24 citation statements)

References 63 publications

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“…Palinscar & Brown, 1984, and Transactional Strategy Instruction (TSI, e.g., Anderson, 1992;Pressley et al, 1992;Brown et al, 1996), or as general cognitive strategies across domains, such as in Good Strategy User Model (Pressley, 1986;Pressley et al, 1989), Direct Instruction (e.g. Gersten & Carnine, 1986), and Cognitive Academic Language Learning Approach (CALLA, e.g.…”

Section: Synthesis Of An Effective Reading Strategy Instruction Modelmentioning

confidence: 99%

Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction

Xu¹

2015

ELT

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Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers' pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading strategy instruction either in general or in ESL/EFL contexts, this argumentative article first proposes a synthesized reading strategy instruction model which consists of one key component and two general principles, all of which create and are created by a safe and risk-free environment where students learn to use strategies actively and consciously with motivation and assistance. This article then elaborates on eight instructional strategies using summarizing strategy instruction as an example in terms of three types of knowledge: declarative, procedural, and conditional. With the enrichment of the pedagogical content knowledge on strategy instruction, ESL/EFL teachers might teach reading strategies effectively both with metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and for metacognition, namely, to affect their students' metacognitive awareness of strategy use in reading.

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Section: Synthesis Of An Effective Reading Strategy Instruction Modelmentioning

confidence: 99%

Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction

Xu¹

2015

ELT

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“…The diversity of such programs have been described by a number of authors (e.g., Borkowski, Estrada, Milstead, & Hale, 1989;Pressley, Symons, Snyder, & Cariglia-Bull, 1989;Swanson, 1989). As a result, a clear understanding of a common set of concepts of how strategy instruction should be operationalized has not emerged.…”

Section: The Strategies Instructional Approachmentioning

confidence: 99%

The Strategies Instructional Approach

Deshler

Lenz

1989

International Journal of Disability, Development and Education

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The Strategies Instructional ApproachOVER THE PAST ten years, various efforts to develop and validate instructional programs to train students in strategies and thinking skills have been initiated. These efforts have usually focused on either the benefits of specific strategy training or on the very general parameters of how strategy instruction should be implemented. As a result, the translation from research to practice has often resulted in educational applications that have either been removed from common academic and social tasks required for school success, or the applications have not been sufficiently intensive or specific to have a significant impact on the learning and performance of individuals with handicapping conditions. To be successful, strategies instruction must focus on both the general and specific elements of instruction within the context of a rich strategy environment Well designed strategy environments should promote, model, guide, and prompt efficient and effective learning and performance across settings for all students, not just those with learning disabilities or handicaps. This has been the primary goal of researchers involved in the creation of the Strategies Intervention Model developed at the University of Kansas Institute for Research in Learning Disabilities. The authors of this article describe how they define and view the use of strategies for instruction and explain how the basic concepts of strategies instruction have been operationalized for use in educational settings.There is a spectrum of cognitive abilities and levels of information processing that might be considered in a cognitive instructional approach for teaching students who are mildly handicapped or at-risk for school failure. Indeed, a number of information-processing models have been proposed as a means of understanding and thinking about the intervention process (e.g. Brown & ). These models have attempted to explain those aspects of information processing that are fixed or not modifiable in the individual as well as those processes that are Downloaded by [University of Glasgow] at 19:35 17 September 2013 204 Deshler and Lenzalterable or subject to the influence of experience or external feedback and intervention. In addition, these models have also attempted to identify which processes are automatic or unconscious and which processes may be generated, altered, or directed by the individual as part of the purposeful processing of information. Therefore, a major purpose of the development of various models of information processing has been to describe how learning occurs and what are the parameters governing instructional intervention for students who are dysfunctional learners.Another aspect of the work on various information-processing models has been the search for specificity in the nature of individual differences related to good and poor information-processing performance (Stanovich, 1986). That is, researchers want to know if there are specific differences in the information processing systems of indivi...

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“…Biztonsággal alkalmazzák, nevezzék meg ezeket. A jó stratégiahasználókat a követke-zők jellemzik: kiterjedt háttértudás, motiváltság, a metakognitív ténye-zők ismerete, több olvasási stratégia alkalmazása, az olvasási feladat analizálásának képessége, azaz az olvasási cél érdekében a legjobb straté-giák kiválasztása (Pressley, Symons, Snyder és Cariglia-Bull, 1989).…”

Section: Olvasási Stratégiák Metakogníció Olvasásra Vonatkozó Tudásunclassified

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

Juhász¹,

Kálló²

2017

Anyanyelv-pedagógia

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Strategy Instruction Research Comes of Age

Cited by 48 publications

References 63 publications

Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction

Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction

The Strategies Instructional Approach

A szótagtudat fejlesztése óvodás-, illetve kisiskoláskorban

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