The role of strategy utility knowledge in children's strategy decision making

Pressley, Michael; Ross, Kelly; Levin, Joel R.; Ghatala, Elizabeth S.

doi:10.1016/0022-0965(84)90091-2

Cited by 73 publications

(42 citation statements)

References 20 publications

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“…Other vocabulary studies report results of instruction provided by researchers or research assistants, who typically possess expertise related to the treatment far beyond that of typical classroom teachers (Bauman et al, 2003;Carnine, Kame'enui, & Coyle, 1984;Pressley et al, 1984). Unlike classroom teachers, researchers have the luxury of focusing narrowly on the experimental treatment, with none of the responsibilities of managing an entire instructional program.…”

Section: Classroom-based Researchmentioning

confidence: 99%

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Lubliner

Smetana

2005

Journal of Literacy Research

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This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.

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Section: Classroom-based Researchmentioning

confidence: 99%

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

Lubliner

Smetana

2005

Journal of Literacy Research

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“…During this stage, instructors and communication partners have the opportunity to develop individualized applications for targeted strategies. Developing a sense of ownership of the strategy by communication partners through modeling and encouragement of strategy use has been reported to result in the following important outcomes: (a) increased automaticity of strategy use; and (b) development of metacognitive knowledge about targeted strategies (Harris & Pressley, 1991;Pressley, Ross, Levin, & Ghatala, 1984).…”

Section: Stage 5: Controlled Practice and Feedbackmentioning

confidence: 99%

Communication Partner Instruction in AAC: Present Practices and Future Directions

Kent-Walsh

McNaughton

2005

Augmentative and Alternative Communication

198

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The success of communicative interaction is dependent on the communication skills of each individual participating in the exchange. Accordingly, in the case of an interaction involving an individual using augmentative and alternative communication (AAC), the success of the interaction depends not only on the skills of this individual, but also on those of the communication partner. Current literature indicates that communication partner instruction is a critical intervention component. Furthermore, there is evidence that, with instruction, communication partners can learn to use facilitative interaction skills and strategies to better support the communication of individuals using AAC. To date, however, little attention has been paid to the most effective and efficient instructional methods for communication partner intervention programs. Therefore, in this paper, we propose an eight-step strategic model for use in communication partner instruction programs, and identify future research directions related to this model.

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“…The and Pressley, Ross, Levin, and Ghatala (1984) data suggest that testing foUowing strategy use can have an impact on children's continued use of strategies, although more prompting is required than with adults. In drawing this conclusion, we caution that this testing effect was established with children 10 years of age and older.…”

Section: Testingmentioning

confidence: 99%

“…Unfortunately, however, autonomous abstraction of metacognitive information about strategies is far from certain, with children less likely than adults to discover such information . lt is also far from certain that children will use self-discovered metacognitive knowledge (Pressley, Ross, Levin, & Ghatala, 1984). Such failure.…”

Section: Good Strategy Use 125mentioning

confidence: 99%