Abstract
This study compared the relative effectiveness in developing proficiency in single digit addition of direct instruction in cognitive strategies with practice activities designed to facilitate invented strategies. Forty children were matched on sex and written pretest scores and were randomly assigned to either strategy instruction or practice. Posttesting was conducted after 12 weeks of instruction. A delayed posttest was conducted after another 8 weeks. On all dependent measures, the children from the practice group performed as well as, or better than, the strategy instruction group. Although approximately equal numbers of children from each group were detected using the strategies, the practice group used them more effectively. The data indicate that practice produced more effective learning and more effective strategy use.
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