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The implications of these findings for strategy instruction design are discussed.
Findings revealed that strategy instruction was investigated more frequently than other types of approaches.
Multiple strategy instruction: Multiple strategies are taught, often summarization, prediction, question generation, and clarification of confusing words or passages.
Strategy instruction was consistently found to be very effective for teaching writing skills to students with intellectual disabilities.
SBI is a multicomponent intervention that emphasizes the mathematical structure of problems through the use of schematic diagrams and incorporates problem solving and metacognitive strategy instruction.
As regards the retention test, the program that covered all aspects of strategy instruction (MSR + Strat + CSR) showed strongest effects as predicted by self-regulation theory.
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The results of both experiments showed positive effects of the drawing strategy instructions and negative effects of the text-focused strategy instructions without interactions.
Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization strategy instructions (yes vs. no) as experimental factors.
In each study, half of the participants received strategy instructions prior to post-test.
These results can inform the future design of strategy instructions incorporating graphical summaries and teachers' assessment practices.
We did so because in Experiment 1 participants demonstrated similar correct RTs in single-sensor conditions (LWIR-only, visible-only) and multi-sensor conditions across both algorithmic and cognitive fusion presentations without any kind of training, strategy instructions, and only brief stimulus presentation times.
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