Self-Regulated Learning, Strategy Shifts, and Shared Expertise

Here in the Pacific Northwest, weather forecasting requires even more tentativeness than elsewhere. Storms in the Gulf of Alaska, deep gorges with furious winds, and rainy valleys and sounds combined with arid high deserts all seem to ensure low success rates for meteorologists' predictions. Crafty television meteorologists have adopted a coping strategy: Discuss what you have observed to have occurred today and yesterday, rather than what you expect to occur tomorrow. Pacific Northwest weatherpersons spend many minutes each day telling their viewing audiences how cold and wet it has already been in obscure parts of the region.

[1]  R. Allington,et al.  The Gridlock of Low Reading Achievement , 1991 .

[2]  W. P. Dickson,et al.  Children's oral communication skills , 1981 .

[3]  C. Read,et al.  Children's Creative Spelling , 1986 .

[4]  J. Torgesen.  The Role of Nonspecific Factors in the Task Performance of Learning Disabled Children , 1977 .

[5]  J. Gallagher,et al.  An Assimilative Base Model of Strategy-Knowledge Interactions , 1991 .

[6]  M. Pressley,et al.  The Challenges of Classroom Strategy Instruction , 1989, The Elementary School Journal.

[7]  B. Rogoff,et al.  Children's Learning in the Zone of Proximal Development , 1984 .

[8]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[9]  Michael Cole,et al.  Current activity for the future: The Zo‐ped , 1984 .

[10]  L. Baker,et al.  Children's Effective Use of Multiple Standards for Evaluating Their Comprehension. , 1984 .

[11]  Colette Daiute,et al.  Play as Thought: Thinking Strategies of Young Writers , 1989 .

[12]  R. Schiffer,et al.  INTRODUCTION , 1988, Neurology.

[13]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

[14]  C. Perfetti.  Verbal coding efficiency, conceptually guided reading, and reading failure , 1980 .

[15]  B. Licht.  Cognitive—Motivational Factors That Contribute to the Achievement of Learning-Disabled Children , 1983, Journal of learning disabilities.

[16]  K E Stanovich,et al.  Explaining the variance in reading ability in terms of psychological processes: What have we learned? , 1985, Annals of dyslexia.

[17]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[18]  J. Wertsch.  The significance of dialogue in Vygotsky's account of social, egocentric, and inner speech , 1980 .

[19]  Jill Fitzgerald,et al.  Teaching Children About Revision in Writing , 1987 .

[20]  B. Wong.  Musing about cognitive strategy training , 1989 .

[21]  Edmund H. Henderson,et al.  Developmental and cognitive aspects of learning to spell : a reflection of word knowledge , 1980 .

[22]  S. Paris,et al.  Self-Regulated Learning among Exceptional Children , 1986, Exceptional children.

[23]  Gordon Wells,et al.  Creating classroom communities of literate thinkers. , 1990 .

[24]  J. R. Gentry.  Spel . . . is a Four-Letter Word , 1987 .

[25]  Ann L. Brown.  Learning, remembering, and understanding , 1982 .

[26]  L. Farrand.  The Beginnings of Writing , 1896, Nature.

[27]  Richard L. Allington,et al.  The Reading Instruction Provided Readers of Differing Reading Abilities , 1983, The Elementary School Journal.

[28]  H. Swanson.  Strategy Instruction: Overview of Principles and Procedures for Effective Use , 1989 .

[29]  Laurie Zimlin,et al.  Instructional Effects on Children's Use of Two Levels of Standards for Evaluating their Comprehension. , 1989 .

[30]  Elizabeth Sulzby,et al.  Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series. , 1986 .

[31]  Ruth Garner,et al.  When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings , 1990 .