Electronic Resource

Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential

---

Strategy instruction" is quickly becoming one of the most common--and perhaps the most commonly misunderstood--components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

---

Availability

No copy data

Detail Information

Series Title

-

Call Number

-

Publisher

: Harvard Educational Review., 2008

Collation

-

Language

English

ISBN/ISSN

0017-8055

Classification

NONE

Content Type

-

Media Type

-

Carrier Type

-

Edition

-

Subject(s)

Ebook
Adolescents
Content Area Reading
Education Work Relationship
Educational Benefits
Learning Strategies
Literacy Education
Metacognition
Research Needs
Secondary Education
Teacher Educators
Teaching Methods

Specific Detail Info

-

Statement of Responsibility

-

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment