This pamphlet reviews five reports that highlight an emerging consensus among researchers about the value of systematically incorporating cognitive instruction into the elementary school curriculum. First is a comprehensive framework by Robert J. Marzano and C. L. Hutchins for an integrated approach to thinking skills that has been developed and tested by the Mid-Continent Regional Educational Laboratory. Next are three research studies conducted at the elementary level that reveal the efficacy of cognitive instruction both in raising achievement levels and in closing the gap between high and low achievers. These studies focus, respectively, on metacognitive strategies of first- through third-grade teachers, writing instruction for second-graders, and mathematics instruction in kindergarten. The final selection describes the development and implementation of a successful cognitive instruction program for kindergarten through third grade in an urban school district. (TE)