Titlebook: Cognitive Strategy Research; Educational Applicat Michael Pressley,Joel R. Levin Book 1983 Springer-Verlag New York Inc. 1983 Applications.

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From Theory to Practice in Reading Research: Toward the Development of Better Softwareeading during the last 100 years. Approaches to addressing this question have shifted quite dramatically over the years, ranging from applied research in the classroom to theoretically oriented laboratory research on basic processes, but the underlying goal has remained essentially the same: to contribute to the improvement of reading instruction.

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Children’s Flexible Use of Strategies During Readinggest a conceptualization of reading within a metacognitive framework that allows us to talk about the flexible use of reading strategies, as well as the role of knowledge and comprehension monitoring in the learning situation. (For more on metacognition, see Borkowski & Büchel, 1983, and Worden, 1983.)

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Book 1983 would be much disagreement as to the exact proportion of papers published in develop­ mental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive devel­ opment is especially appropriate at this time. The

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Mattia Atzeni,Diego Reforgiato Recupero981; Lickona, 1978; Lockwood, 1978; Purpel & Ryan, 1976; Rest, 1974a; Scharf, 1978). Although there are numerous moral education paradigms, Kohlberg’s (1969) cognitive-developmental model seems, on the basis of sheer volume of publications, to be one of the most popular. This chapter will concentrate exclusively on the Kohlbergian model.

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Moral Education Strategies981; Lickona, 1978; Lockwood, 1978; Purpel & Ryan, 1976; Rest, 1974a; Scharf, 1978). Although there are numerous moral education paradigms, Kohlberg’s (1969) cognitive-developmental model seems, on the basis of sheer volume of publications, to be one of the most popular. This chapter will concentrate exclusively on the Kohlbergian model.

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Problems in Classroom Implementation of Cognitive Strategy Instructionroom use. Moreover, in the few studies that have been done, researchers have not attempted to identify the specific variables that are related to unsuccessful classroom implementation of cognitive strategy instruction (see Peterson & Swing, Note 1).