A Primer of Research on Cognitive Strategy Instruction: The Important Issues and How To Address Them

Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true exper...

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Bibliographic Details
Published in:Educational psychology review 1990-03, Vol.2 (1), p.1-58
Main Authors: Pressley, Michael, Woloshyn, Vera, Lysynchuk, Linda M., Martin, Vicky, Wood, Eileen, Willoughby, Teena
Format: Article
Language:English
Subjects:
Academic learning
Children
Educational research
Instructional scaffolding
Learning strategies
Memory
Observational research
Pedagogy
Reading comprehension
Teachers
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Summary:Five types of strategy research are reviewed. (1) We argue it makes sense first to determine whether there is a need for strategy instruction. If there is, (2) development of a treatment with preliminary evaluations can follow, as can (3) formal evaluation of the resultant intervention in true experiments. As instructional need research, strategy development, and experimental evaluation proceed, two other types of research should be conducted. (4) It is important to study the acceptability of strategy interventions to educators and students. (5) Research on material modifications can provide information about how strategy benefits can be made available to students when strategy instruction is not effective or unlikely to occur. Very little strategy instruction has been evaluated in all five types of research covered here, making obvious the need for more systematic research on strategies. Observational, ethnographic, and experimental methods are required in order to address the many issues comprising comprehensive empirical analysis of any type of strategy instruction, with many recommendations made here about how to conduct informative studies.
ISSN:1040-726X
1573-336X
DOI:10.1007/BF01323528