Describes the Cognitive Credit Card, an individualized approach to helping students with learning disabilities select and apply appropriate learning strategies. The CCC is a credit card-sized laminated set of cognitive or metacognitive cues for a specific topic. Feedback from students, teachers, and parents has been highly positive. (DB)

Discusses the progression of critical thinking skills from least difficult to most difficult. The hierarchy begins with "basic abilities," the next level is creativity and critical thinking, and the highest level is "problem solving." The entire process is called metacognition. Includes a chart outlining the developmental sequence and a list of…

Gifted students can learn to direct their thinking to maximize learning and creative production. They do this by stating what they intend to do, choosing strategies and appropriate conditions for thinking, and self-monitoring. The article describes techniques for developing self-directed thinking and applies these techniques to a class assignment.…

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)

This review of the literature examines the effectiveness of instructing students in various test-taking strategies, particularly in reference to multiple choice questions. Among findings reported are that while test-wiseness strategies may be taught, these strategies have limited generalizability across exams and learners who proactively process…

Intended to assist teachers in evaluation of specific learning strategies for learning disabled students, the article summarizes 14 metacognitive strategies (sets of steps used by the student to talk his or her way through a problem) based on principles of rehearsal, transformation, organization, mnemonics, monitoring, motivation, and…

Examines the nature of motivation to understand how achievement motivation is related to autonomous, self-regulated learning. Discusses the role of motivation in strategic learning, with applications made to the developmental college reading population. (RS)

This article describes an early childhood self-regulated metacognition program for underachieving gifted students. Teacher and peer modeling of such strategies as think-aloud, behavioral demonstration, and cuing of steps to efficient task accomplishment are outlined, with examples. Benefits of self-regulated learning strategies are reported from…

A five-step process that resource teachers and others can use to develop their own learning strategies is described. Several examples of teacher-generated strategies with evidence of their effectiveness are offered. (DB)

Considers how many students come to hold mistaken beliefs about the learning process, thus depriving themselves of the opportunity to reason out their difficulties and discover their capabilities. Explores how students, through developing metacognitive skills, can examine misconceptions about learning and begin to acquire new habits of thoughts…

This article suggests that the use of mnemonic strategies may help learning disabled (LD) students in the area of spelling, which is of particular frustration to most LD students. It has been found that children with learning disabilities do not have a pathological difficulty with long-term memory, but rather a deficiency in the use of…

Methods for teaching learning disabled students task specific and metacognitive strategies to use when writing include self-instructional strategy training, task and learner analysis, training evaluation, development of vocabulary diversity, content generation and planning, and revision training. Seven steps for teaching creative writing are…

The strategies instructional approach developed at the University of Kansas Institute for Research in Learning Disabilities is described. The approach teaches students strategies in the academic, social, motivational, and executive functioning areas that will enable students to meet content learning demands and modifies instructional environments…

The article presents a metacognitive intervention for teaching mainstreamed learning-disabled students four learning strategies for thinking before, during, and after class discussions. Instructional and assessment procedures used for teaching the strategies are described. (Author/DB)

This article describes three cognitive and metacognitive learning strategies for students with disabilities, including the CAST (character, action, setting, the end) reading strategy, the PLEASE writing strategy, and the LISTEN (look, idle your motor, sit up straight, turn to me, engage your brain, now.) social skills strategy. (Contains…