Two experiments investigated the effects of sources of strategy information on the acquisition and transfer of reading outcomes and strategy use of fourth and fifth grade remedial reading students (33 Ss in each experiment). Children who received strategy-value feedback and strategy-modification instruction demonstrated the highest self-efficacy,…

The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the…