TY - JOUR
AU - Stevens, Dannelle D.
AB - The goal of literacy instruction is to teach reading and writing as tools to facilitate thinking and reasoning in a broad array of literacy events. An important difference in the disposition of children to participate in literacy experiences is the extent to which they engage in intentional self-regulated learning. The contexts attending six traditional models of strategy instruction are examined. An exploratory study, conducted with heterogeneous third graders, is reported, examining the implementation and outcomes of three models of strategy instruction—Direct Instruction, Reciprocal Teaching, and Collaborative Problem Solving—which manipulated teacher and student control of activity, as well as the instructional context.
TI - Examining the Context of Strategy Instruction
JF - Remedial and Special Education
DO - 10.1177/074193259101200306
DA - 1991-05-01
UR - https://www.deepdyve.com/lp/sage/examining-the-context-of-strategy-instruction-Hp0LUc0KMO
SP - 43
EP - 53
VL - 12
IS - 3
DP - DeepDyve
ER -