ABSTRACT

The modern study of strategy instruction with children is now 20 years old, with Flavell’s (1970) seminal research on rehearsal strategies (e.g., Flavell, Beach, & Chinsky, 1966) the starting point. There have been many studies in which children were trained to use various strategies for accomplishing a variety of goals, such as memorizing for recall and reading for comprehension (Pressley, Heisel, McCormick, & Nakamura, 1982). Despite extensive research, however, there still are definitional debates about what constitutes a strategy.