Why Be Optimistic About Cognitive Strategy Instruction?

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

doi:10.1007/978-1-4613-8838-8_1

Cited by 20 publications

(15 citation statements)

References 60 publications

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“…Hence, the explicit condition followed the assumptions that for the formation of children's skills in adaptive use of strategies they should develop a strategy repertoire, acquire routine expertise in strategy execution and become aware of a strategy's efficiency for given tasks in the sense of strategy distribution (cf. Chen and Siegler 2000; see also Symons et al 1989). Following the empirical findings presented above, a comparison of different strategies was implemented as early as possible (Blöte et al 2001;Durkin et al 2017;Klein et al 1998;Rittle-Johnson et al 2012;Rittle-Johnson and Star 2007).…”

Section: Treatmentsmentioning

confidence: 97%

“…In the last decades several researchers elaborated on the question how to model students' skills in the adaptive use of strategies and its development (e.g., models in Symons et al 1989;Baroody 2003). Based on the strategy choice model (Lemaire and Siegler 1995;Siegler 1996), an individual's adaptive use of strategy can be described by selecting an appropriate strategy from the individual's strategy repertoire.…”

Section: Theoretical Perspectives On the Teaching And Learning Of Adamentioning

confidence: 99%

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Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction

et al. 2018

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The adaptive use of strategies, that is selecting a strategy which allows an efficient solution for a given problem, can be considered as an important individual ability relevant in various domains. Based on models of subjects' skills of adaptive use of strategies, two idealized instructional approaches are suggested to foster students in their strategy development. The explicit approach aims at reducing cognitive load by demonstrating and practicing strategies combined with an explicit identification of criteria for strategy efficiency by contrasting problem solutions. The implicit approach capitalizes on the generation effect and stimulates students to generate their own strategies and efficiency criteria based on the analysis of task characteristics and the comparison of problem solutions. In a 1-week experimental study (16 lessons) with 73 third-graders, we examined the effectiveness of these instructional approaches in the domain of multi-digit addition and subtraction. Results from post-and two follow-up tests after 3 and 8 months did not yield different effects of the two approaches on students' skills in adaptive use of strategies. A comparison of strategies used by the students showed that the students of the explicit approach more frequently applied complex strategies whereas the students from the implicit approach showed a more sustainable use of self-generated strategies. Hence, for the adaptive use of those strategies students are able to generate, the implicit approach turned out to be more effective than the explicit approach. However, this generation effect does not hold for strategies which are too complex to be generated by students.

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Section: Treatmentsmentioning

confidence: 97%

Section: Theoretical Perspectives On the Teaching And Learning Of Adamentioning

confidence: 99%

Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction

et al. 2018

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“…McKeown, Beck, and Blake (2009) framed both of these approaches to comprehension instruction as being derived from models of mental processing. The researchers argued that strategy approaches are aligned with models of thinking and learning (e.g., Symons, Snyder, Cariglia-Bull, & Pressley, 1989). The basic idea is to teach students cognitive processes and then teach them when to use the processes to engage in new learning tasks (e.g., reading for understanding).…”

Section: Theoretical and Conceptual Foundations Of Pactmentioning

confidence: 99%

Improving Reading Comprehension and Social Studies Knowledge in Middle School

Vaughn

Swanson

Roberts

et al. 2013

Reading Research Quarterly

145

220

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This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction.

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“…Strategies instruction also finds roots in models of thinking. Symons, Snyder, Cariglia-Bull, and Pressley (1989) traced notions of strategy teaching to the theories of Baron (1985) and Sternberg (1979Sternberg ( , 1982, both of whom emphasized that during the process of thinking in problem-solving, competent thinkers employ strategies such as identifying their goal, monitoring their progress, and evaluating evidence. The reasoning that followed was that providing young students with some procedures they could employ while reading could facilitate their comprehension.…”

Section: Strategiesmentioning

confidence: 99%

Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches

McKeown

Beck

Blake

2009

Reading Research Quarterly

274

205

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Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two-year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional approaches (content and strategies) and a control approach were compared. Content instruction focused student attention on the content of the text through open, meaning-based questions about the text. In strategies instruction, students were taught specific procedures to guide their access to text during reading of the text. Lessons for the control approach were developed using questions available in the teacher's edition of the basal reading program used in the participating classrooms. Student participants were all fifth graders in a low-performing urban district. In addition to assessments of comprehension of lesson texts and an analysis of lesson discourse, three assessments were developed to compare student ability to transfer knowledge gained. The results were consistent from Year 1 to Year 2. No differences were seen on one measure of lesson-text comprehension, the sentence verification technique. However, for narrative recall and expository learning probes, content students outperformed strategies students, and occasionally, the basal control students outperformed strategies students. For one of the transfer assessments, there was a modest effect in favor of the content students. Transcripts of the lessons were examined, and differences in amount of talk about the text and length of student response also favored the content approach.

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Why Be Optimistic About Cognitive Strategy Instruction?

Cited by 20 publications

References 60 publications

Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction

Instructional approaches to foster third graders’ adaptive use of strategies: an experimental study on the effects of two learning environments on multi-digit addition and subtraction

Improving Reading Comprehension and Social Studies Knowledge in Middle School

Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches

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