This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

This response to Gersten and Dimino (EC 606 357) proposes that difficulties with both whole language and direct instruction of students with learning disabilities can be avoided with a model of instruction based on research in cognition and metacognition. Three techniques are discussed, including situated cognition, cognitive strategy instruction,…

Describes two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they relate to domain-specific knowledge and cognitive abilities. It is argued that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and…

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)

Examines relationships between students' motivational and epistemological perspectives--or personal frameworks for science learning--and their cognitive engagement with peers during collaborative knowledge-building tasks. Contains 91 references. (DDR)

Explains why it is important for chemistry educators to know about metacognition, provides some examples to illustrate main points, and discusses some instructional tools that have been employed to promote metacognition in introductory science courses. (Contains over 50 references.) (WRM)

A study investigated the repertoire of cognitive schemes used by 15 adolescents with mental retardation in the process of solving additive word problems. Findings provide evidence of at least a partial part-part-whole scheme for about half of the students and more use of metacognitive knowledge than is usually expected. (Contains references.)…

Strategy use, recall, metamemory, and attributional beliefs were assessed in 31 students (age 10) with and 33 students without mild mental retardation over a 3-year period. Although both groups employed effective strategies and increased their strategy use over time, students without mental retardation were more strategic. Attribution beliefs and…

Finds positive correlations between metacognition (awareness and self-management) and success on reading comprehension tasks for a group of seventh-grade students (n=27). Also finds that 22 weeks of schooling with explicit reading strategy instruction significantly enhances students' metacognition and their abilities to comprehend science text…

This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 third-graders. Principle components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66-67 percent of…

In this commentary, we utilize a social cognitive view of self-regulation to analyze the computer-based learning environments (CBLEs) that are described in the various articles in this volume. Although these CBLEs are creative ways of engaging students' metacognitive processes, their impact on students' motivational beliefs and self-reactions has…

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N = 40). Although achievement levels for both…

The aim of this paper was to describe the changes in one student's ideas about force and one-dimensional motion concepts and portray the relevant metaconceptual processes that she engaged in during the implementation of metaconceptual teaching interventions. Metaconceptual processes involves metacognitive processes that are directly acting on or…

Reading comprehension instruction in many classrooms focuses on teacher-generated questions which actually measure comprehension of specific text rather than developing metacognitive strategies for comprehending all text. Explicit instruction in the metacognitive strategies of making text connections, predicting, and sequencing, was evaluated for…

The brain's architecture serves as the basic model for theorizing about how the brain works. Current brain research confirms earlier suspicions that thoughtfulness has a great deal more complexity than the simplistic left/right distinctions of earlier research. This paper draws on the work of Carl Jung to propose the brain-psyche model as an…