“…Instructors or mentors interpose themselves between the learner and the external task (Feuerstein, 1980), structure the task (Bruner, 1985), model strategies for problem solving (S. P. Portes, 1985;Rivera & Smith, 1987), direct routines and subroutines, serve as repositors of memory, provide feedback and reinforcement, help combine subroutines, or serve as executive controls until learners can provide their own controls (Kaye, 1982). Mentoring, or scaffolded instruction, can help students develop their own metacognitive skills and become more selfdirected (Loera & Meichenbaum, 1993).…”