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Examining the Context of Strategy Instruction
dc.contributor.authorPalincsar, Annemarie Sullivanen_US
dc.contributor.authorDavid, Yvonneen_US
dc.contributor.authorWinn, Judithen_US
dc.contributor.authorStevens, Dannelleen_US
dc.date.accessioned2010-04-14T14:12:49Z
dc.date.available2010-04-14T14:12:49Z
dc.date.issued1991en_US
dc.identifier.citationPalincsar, Annemarie; David, Yvonne; Winn, Judith; Stevens, Dannelle (1991). "Examining the Context of Strategy Instruction." Remedial and Special Education 3(12): 43-53. <http://hdl.handle.net/2027.42/69008>en_US
dc.identifier.issn0741-9325en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/69008
dc.description.abstractThe 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.en_US
dc.format.extent3108 bytes
dc.format.extent2542287 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleExamining the Context of Strategy Instructionen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumAnnemarie Sullivan Palincsar is an associate professor in educational studies at the University of Michigan, where she prepares teachers to work with heterogeneous learners. She completed her Ph D at the University of Illinois. She conducts research on the literacy instruction of young learners and the use of collaborative problem solving in science learning.en_US
dc.contributor.affiliationumYvonne M. David is a doctoral student in the combined program in education and psychology atthe University of Michigan. Her research interests include the design of effective instructional approaches and alternative assessment procedures. She is also interested in the policies and practices that affect minority students.en_US
dc.contributor.affiliationumJudith A. Winn is an assistant professor in exceptional education at the University of Wisconsin-Milwaukee. She received her Ph D at Michigan State University. She is interested in the preparation of teachers to work in heterogeneous classrooms. Her research explores the development and implementation of models of strategy instruction.en_US
dc.contributor.affiliationumDannelle D. Stevens is a doctoral candidate in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research interests include cognitive strategy instruction in reading and writing, especially in settings with diverse student populations. Address: Annemarie Sullivan Palincsar, 1360 SEB, University of Michigan, 610 East University, Ann Arbor, MI 48109.en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/69008/2/10.1177_074193259101200306.pdf
dc.identifier.doi10.1177/074193259101200306en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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