ABSTRACT
This chapter presents five specific instructional approaches to enhance learners' strategy use from the cognitive and meta-cognitive literature—modeling, prompting and cueing, motivating strategy use, making strategy use meaningful and embedding that strategy use, and focusing on a few strategies at a time. The first approach is a particular instructional strategy that has a long history in the educational psychology literature more generally: modeling. Modeling has its roots in various prominent theories and models of learning including social constructivism,146 social-cognitive theory,147 and apprenticeship models. Prompting and cueing have been extensively investigated as training techniques for students with cognitive disabilities. While the previous two instructional approaches were specific instructional strategies aimed directly at strategy use, intervening in ways to influence students' motivation for a task may have an indirect effect on students' strategy use. The chapter concludes with some principles of strategy instruction suggested by Harris and Pressley.
