This study investigated how achievement goals are combined to affect students' learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four…

Seven- and eight-year-old children were given two memory trials on each of five consecutive days. Results indicate that children who were given only demonstrations and directions to use particular mnemonic strategies did not perform as well as children who were provided explanations and feedback regarding the mnemonic value of these actions. (MP)

Informed Strategies for Learning (ISL) was designed to increase children's awareness and use of effective reading strategies. This study demonstrated that metacognition can be promoted through direct instruction (ISL) in the classroom. Increased awareness can lead to better use of reading strategies. (DWH)

Aspects of knowledge and motivation that are critical to becoming a strategic reader (one who uses strategies to aid comprehension) are examined. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Suggestions are offered to promote children's use of strategic reading.…

Evaluated use of interviews with students to assess and promote self-appraisal of their academic learning. Year four, five, and six students provided self-evaluation of examples of their work. Found that the interview assesses metacognitive abilities related to strategic and motivated learning, and is a promising assessment tool for parent…

Children's metacognitive awareness of variables (such as person, task, goals, and strategy) that influence reading was assessed with an interview. Second graders were aware of some reading dimensions but were less sensitive to semantic structure than sixth graders. Relations among instruction, metacognitive development, and reading proficiency are…

When children with learning disabilities fail to learn effective reading strategies, they lose enthusiasm and develop negative self-perceptions and attitudes, jeopardizing future achievement. In response, instructional approaches emphasizing clear explanation of reading strategies and discussion of processes for constructing meaning have been…

Examines reading awareness and comprehension skills to discover the developmental and instructional relationships between metacognition and performance. Half of the third- and fifth-grade subjects received four months of classroom instruction on reading strategies. Results of pre- and posttests and interviews revealed that the instruction…

The developing relationship between children's metacognition and reading comprehension was examined for 87 third and 84 fifth graders. Students using the experimental curriculum--Informed Strategies for Learning--made significant gains in metacognition and the use of reading strategies when compared with control students. (TJH)

A study investigated whether a teacher-pupil conference could serve as a vehicle for gathering data from children on the self-assessment of learning. The "Worksamples Interview" (a 10-item questionnaire that focuses on different dimensions of children's work) was used with 93 children in Years 4, 5, and 6 in one school in a large city in…

The article describes four general kinds of instruction that can foster independent learning by helping special needs students learn to think. They are metacognitive explanation; scaffolded instruction; cognitive coaching; and cooperative learning. Teachers can adapt and combine these methods to teach students how to think as they read, write, and…

This article focuses on strategies children can use to foster their reading comprehension and develop metacognitive skills. The article discusses crucial aspects of reading comprehension, the authentic assessment of strategic reading, alternative methods of assessing reading strategies and metacognition, and promoting thinking with literacy…

Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills.…

This paper asserts that successful teachers must be reflective and analytical about their own beliefs and practices and acquire deep understanding of cognitive and motivational principles of learning and teaching. It examines how teachers can model and promote self-regulated learning for students. Self-regulated learning is characterized by…

Self-regulated learning combines cognitive skill and motivation enabling handicapped students to select challenging tasks, apply effective learning strategies, and measure success against personal standards. Research on the development of specific techniques such as informed strategy training, self-control training, conditional knowledge,…