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• W2091885108 abstract "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." @default.
• W2091885108 created "2016-06-24" @default.
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• W2091885108 date "1991-05-01" @default.
• W2091885108 modified "2023-10-01" @default.
• W2091885108 title "Examining the Context of Strategy Instruction" @default.
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• W2091885108 doi "https://doi.org/10.1177/074193259101200306" @default.
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