the present study attempted to introduce shared reading as one of the most effective techniques in cultivating the learners’ reading and writing abilities. to this end, 50 homogenous students were assigned to the control and experimental groups following the administration of a standardized english proficiency test. thenceforth, based on writing and reading pretest scores of the learners on a g...

Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting, this study explor...

It was the purpose of this study to examine and describe first-grade children’s development of strategic processes for detecting and correcting errors, problem solving difficult or novel words, and confirming responses in order to be successful as they participated in Reading Recovery instruction, as opposed to simply increasing “item” knowledge (i.e., identifying more letters, recognizing more...

Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N = 54, M(age) = 7 years) were randomly assigned to a science unit that varied only in teachers' use of memory-relevan...

We add probabilistic features to basic thread algebra and its extensions with thread-service interaction and strategic interleaving. Here, threads represent the behaviours produced by instruction sequences under execution and services represent the behaviours exhibited by the components of execution environments of instruction sequences. In a paper concerned with probabilistic instruction seque...

Based on Bower’s affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students’ cognition and affection together. In the process of teaching, the main mood of teacher and students varies spi...