A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)

One hundred forty fourth graders were asked to solve proportion problems about juice-mixing situations both before and after an intervention that used a manipulative model or other materials in three experiments. Results indicate different approaches appear to be necessary to facilitate children's proportional reasoning, depending on the reasoning…

Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)