Cognitive Strategy Instruction Research Articles

What is the effect of personalized cognitive strategy instruction on facilitating return-to-learn for individuals experiencing prolonged concussion symptoms?

ABSTRACT The purpose of this study was to evaluate the degree to which personalized cognitive strategy instruction (PCSI) assisted students with prolonged concussion symptoms (PCS) to achieve functional and academic-related goals. It was hypothesized that goal attainment on collaboratively developed functional goals and selected scores on the pre/post outcome measurements would improve following the delivery of PCSI. A non-concurrent multiple baseline design was utilized across three female participants ages 13–16. The weekly status tracking measurement of participant performance served as the primary measurement analysed to determine the existence of a functional relation between the addition of PCSI to psychoeducation and the achievement of participant outcome. Although visual analysis of the plotted status tracking data did not support the existence of a functional relation, all three participants met or exceeded functional goals on their goal attainment scales. A Tau-U analysis supported a small treatment effect. The positive response to the intervention from two of the three participants in addition to goal attainment for all three participants suggests PCSI has potential to mitigate cognitive challenges in adolescents with PCS. Implications for future research and methods to promote ecological measurement of intervention effects are discussed.

The Applying of Cognitive Strategy Instruction in Writing (CSIW) To Increase the students’ Writing Abilities

This research is based on students' problems related to learning English, especially writing English. this is due to the very poor quality of their writing. therefore, the purpose of this study was to find out whether the use of strategy CSIW in learning English can help improve students' writing skills in class X TITL B SMK Negeri 2 Parepare.
 The researcher applied a pre-experimental method using a one-group pre-test and post-test design, using the sample X TITL B, which consisted of 36 students from SMK Negeri 2 Parepare by using cluster sampling of 72 students from the population.
 The results of the data analysis showed that the students' writing ability increased significantly. This is indicated by the average score of students from the pre-test results (48.77) and the average score of students from the post-test is 80.03. This indicated that the writing ability of students in class X TITL B at SMK Negeri 2 Parepare has progressed by the use of the strategy CSIW to improve students' descriptive writing skills. This is proved by the t-test value (3.11) which is higher than the t-table value (1.689).

Connecting teachers\u2019 classroom instructions with children\u2019s metacognition and learning in elementary school

Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers’ cognitive and metacognitive strategy instruction, as well as teacher-directed and child-centered instructional practices are related to children’s self-monitoring accuracy, regulation of study, and learning performance. Twenty-one teachers and 308 children (2nd and 4th grade elementary school) participated. Teachers instructed a secret code task, children had to learn the match between letters of the alphabet and corresponding symbols. Teachers were observed and audio-recordings were made of their instructions. Then, children were asked to (a) make restudy selections, (b) complete a test, and (c) self-monitor test performance. Although teachers both addressed cognitive and metacognitive strategies, they more often instructed children about cognitive strategies. Further, teaching practices were more often teacher-directed than child-centered. Although there were no relations between teachers’ instructions for metacognitive strategies and children’s outcome measures, teaching cognitive strategies was positively associated with children’s performance and self-monitoring accuracy. However, teaching cognitive strategies did not predict effective restudy selections. Rather, child-centered instructions (i.e., giving children autonomy to regulate their own learning) positively predicted children’s restudy, and further, children’s self-monitoring was more accurate in classrooms where teachers more often used child-centered instructional practices. This seems to imply that not only the content of the instructions itself, but particularly the way these are given, affects children’s metacognition.

The Implementation of a Personalized Dynamic Approach for the Management of Prolonged Concussion Symptoms.

Purpose This clinical focus article reviews the existing treatment literature on the management of prolonged concussion symptoms (PCS) for specifying treatment components that hold the most promise for effectively targeting functional goals that are disrupted due to cognitive impairments. Current evidence suggests the treatment ingredients of psychoeducation and cognitive strategy instruction can be effective for addressing changes in functioning due to perceived cognitive deficits in attention, working memory, and executive functioning. Based on the literature, we propose a personalized, dynamic approach to managing PCS that is tailored to the symptom profile of the individual client and consists of three phases, treatment setup, implementation of treatment, and discharge plan, in which the implementation phase consists of psychoeducation and strategy training. The unique aspect of this approach is the use of individualized status tracking measures on goal progress as well as strategy use and perceived strategy helpfulness to empirically guide treatment. Client performance directs clinical decisions, and the clinician adapts treatment components in order to facilitate functional change. Conclusion We provide a case example of an adolescent client treated in our university clinic to demonstrate the implementation of the proposed personalized and dynamic approach to PCS management.

Improvements in Teachers’ Reading Comprehension Instruction and Bilingual Students’ Reading Test Performance in High-Poverty Schools

A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders were taught in English. Qualitative analysis showed that it took time and additional support for the experimental teachers to move from whole-class instruction to small-group instruction. Although none of the second-grade teachers fully implemented the experimental treatments, the cognitive strategy second graders made significantly higher gains on a Spanish standardized reading test than those in RE. At the fourth-grade level, only one cognitive strategies teacher and one RE teacher fully implemented the experimental instruction. However, the cognitive strategy students performed significantly higher on a curriculum-embedded assessment and had a significantly higher gain on an English standardized reading test than students in the control group.

Mathematical Problem-Solving Processes of Students with Special Needs: A Cognitive Strategy Instruction Model Solve It

A Cognitive Strategy Instruction Model namely 'Solve It!' which involves cognitive and metacognitive elements, was developed by Montague (1992) and it is one of the process based teaching strategies. Solve It! is a strategy which aims to teach seven cognitive strategy steps (i.e., read, paraphrase, visualize, hypothesize, predict, calculate, and check) and in each of the cognitive strategy step it contains three metacognitive steps (ask, say, and check). This strategy was used to teach solving word problems to students with special needs. This study aims to evaluate the studies using Solve It!. The reviewed studies are located by conducting searching in the electronic databases, journal indexes and references of studies. A total of 48 studies were found. The researchers reviewed them in terms of inclusion and exclusion criteria and retained 12 of them for descriptive analysis. Analyses showed that Solve It! was found to be effective in teaching mathematical problem solving skills to students with special needs. Findings are discussed, suggestions for researchers and practitioners are made.

Effect of Non-Computerized Cognitive Remediation and Risperidone to Improve Disability Function in Schizophrenia

The aim of the study was to find out the effect of non-computerized cognitive remediation and risperidone therapy to improve cognitive function and disability condition in schizophrenia patients. This study was an experimental research design, with fourteen participants divided into two group as the experimental group and the control group. The experimental and control groups both received Risperidone. In addition, the experimental group was given the non-computerized cognitive remediation (CR).The non-computerized cognitive remediation will be carried out in 12 sessions (3 sessions per week) using mainly paper and pencil tasks and is based on cognitive strategy instruction. Moreover, all samples will be measured for PANSS (Positive and Negative Symptom Scale), WHODAS 2.0 (World Health Organization Disability Assessment Schedule), and SCoRS Vi (Schizophrenia Cognition Rating Scales Indonesian Version) scores. As the results, both experimental and control group showed a significant decrease in the SCoRS Vi and WHODAS 2.0 score (p=0.001). However, the experimental group showed greater improvement compared to the control group. Synergistic effect of Non-computerized Cognitive Remediation and Risperidone can improve disability condition in schizophrenia patients.

Incorporating Cognitive Strategy Instruction Models and Action Research into Professional Development to Enhance EFL Reading and Writing Instruction

This study aimed at investigating the effectiveness of training 13 EFL in-service teachers on incorporating action research with cognitive strategy instruction models to improve teaching EFL reading and writing instruction. The training focused on using two instructional models; the Collaborative Strategic Reading (CSR) for reading and the Self-Regulated Strategies Development (SRSD) for writing. A mixed methods research design was adopted for this study to allow triangulation of data and explore the multi-dimensional nature of the study variables. The participant teachers were engaged in conducting action research utilizing the cognitive strategy instruction. The teachers' action research reports and the school students' gains in writing and reading were analyzed and interpreted. Results demonstrated that the training was effective in developing teachers’ skills of developing and conducting action research and implementing CSI in their classroom practices. Results revealed that teachers prefer using SRSD over CSR. Additionally, students who were taught using SRSD achieved more learning gains rather than the students who were taught using CSR.

Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation

Reading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and metacognitive reading strategy instruction, whereas students in the control condition received no additional support. A comparison of posttest comprehension between conditions showed no significant differences. However, students in the experimental condition who accessed hints during history text reading performed significantly better on the posttest than students who did not use hints at all. We found no differences between conditions regarding students' self-regulated learning or motivation, but students' awareness of problem-solving reading strategies significantly increased in the experimental condition. Finally, a comparison of students with different reading levels showed that below-average readers benefitted most from digital reading practice.

The implementation of Cognitive Strategy Instruction in Writing (CSIW) strategy in teaching writing for the eight grade students at Mts Al-Karomah Winong Ngawi

Teaching and learning English in junior high school has the goal of focusing the students' ability to use English in every skill. One of the skills in this level is writing. Writing as one of four skills in language is a difficult one, especially for Junior High school. The purposes of the research are to describe the implementation of CSIW strategy, the advantages and the disadvantages in using CSIW strategy, and the students' response to implementation of CSIW strategy in teaching writing. The researcher offers CSIW strategy to solve those problems by improving the students' writing skills. The implementation of CSIW strategy in teaching writing for the eighth grade students at Mts Al-Karomah in the school year of 2015/2016 has three steps, they are pre-activity, whilst-activity, and post-activity. The results of implementing these three activities in class are the students become more directive in writing recount text, they show, the reason, how to write in their story well and the topic clearly. The students are also more active and concentrate on the learning process. Based on the result, it suggested that the teacher should use a strategy when they learn English especially in teaching writing. The students should make the draft/organization of written text before exploring it into their writing. It can help them to do exercise.

A cybernetic method to regulate learning through learning strategies: A proactive and reactive mechanism applied in U–Learning settings

Novel educational environments, particularly those based on information and communication technologies, demand that students consciously regulate the learning process to efficiently reach their goals. However, most of the approaches pursue the acquisition of domain–knowledge (DK) than the development of cognitive skills that foster students to lead their learning activities in diverse educational domains. Hence, this work proposes a cybernetic method to instill learning strategies that enable students to handle their apprenticeship according to proactive and reactive attitudes. Cybernetic baseline supports the method that applies regulatory mechanisms to suggest actions that produce specific outcomes and manage diverse disturbances. With this aim, a real trial was performed to produce empirical evidence of how the cybernetic method to regulate learning biases students' apprenticeship in educational settings that exert a high cognitive load on learners. Due to the trial constraints, experimental students lacked a training phase to know the method, and therefore had to follow its learning strategies simultaneously to the DK acquisition, producing with it a higher cognitive load than their control peers. Despite such a handicap, outcomes reveal more promising learning tendencies for the experimental group than those for the control. The experience highlights the need for including cognitive strategy instruction in the curricula to empower students to regulate their learning processes and enhance their academic achievements.

Mathematical Word Problem Solving in Students Elementary School: Is Schema-Based Instruction (SBI) or Cognitive Strategy Instruction (CSI) Used?

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Implementing Cognitive Strategy Instruction to Improve the Actual Intellectual Abilities of the Undergraduate Students with Cognitive Expression Difficulties

This research aims to find out the effectiveness of cognitive strategy instruction for improving intellectual abilities of undergraduate students with cognitive expressing difficulties, especially in actualizing their thinking abilities starting from lower order thinking up to higher order thinking. Therefore, the cognitive strategy instructional design based on Bloom’s Taxonomy is constructed in order to accomplish the research objectives. This research uses mixed method approach entailing the implementation of two research methods. The first is qualitative method which aims to get information of the cognitive strategy in instructional process. The second is quantitative method which is used to measure the students’ improvement in cognitive abilities or actual intellectual abilities after participating in cognitive strategies instruction. Research implementation is divided into three stages. The first stage is needs assessment, in which the students’ thinking / cognitive skill abilities are observed and measured in order to have evidence whether or not they have cognitive expression difficulties. The second stage is to use the needs assessment results in designing cognitive strategy instruction. The third stage is the implementation of the instructional design. There are 20 undergraduate students taking part in this research who are selected by purposive sampling technique. The results revealed that cognitive strategy instruction effectively improves the actual intellectual abilities of students with cognitive expression difficulties. Qualitatively, the students feel very satisfied with their actual intellectual abilities.

The Effects of Cognitive Strategy Instruction on the Reading Comprehension of Iranian EFL Learners

The Effects of Cognitive Strategy Instruction on the Reading Comprehension of Iranian EFL Learners

ENHANCING STUDENTS’ LISTENING PROFICIENCY THROUGH THE INSTRUCTION OF (META)-COGNITIVE LISTENING STRATEGY

A b stract Metacognitive listening strategy instruction is fruitful to enhance students’ autonomy by planning and deciding what the best strategy in mastering listening skills is. Meanwhile, the cognitive strategy instruction facilitates students to find out the solution to their listening problems. The study aimed to find out the effectiveness of (Meta)-cognitive listening strategy (M-CLS) instruction by administering the integrated listening strategy instruction between metacognitive and cognitive strategies on students’ listening proficiency. The participants were 38 EFL students of Universitas Muhammadiyah Semarang that consist of 20 for the experimental group and 18 for the control one. The M-CLS instruction that utilized the three stages including planning, monitoring, and evaluating stage was administered in experimental group for ten meetings. The quasi-experimental design was conducted to investigate quantitative data. The data were gathered by using a listening proficiency test adopted from TOEFL listening section. The descriptive statistics, Generalized Linear Model, and Paired Sample t-test reveal that the students in the experimental group achieve a higher score of listening proficiency with a significant achievement than those in the control group. Keywords: (Meta)-Cognitive Listening Strategy (M-CLS), Listening Proficiency, Experimental Design, TOEFL, EFL Student Teachers

Game over for Tetris as a platform for cognitive skill training

Despite popular enthusiasm for using computer games as a way to train educationally relevant cognitive skills, a review of the research reveals a frequent lack of transferable learning outcomes resulting from computer game play (Mayer, 2014). One explanation could be that computer game environments are fast and forward-moving, whereas learning that leads to transfer is reflective, effortful, and requires integrating new information with prior knowledge. What can be added to computer games to facilitate learning that transfers outside of the game context? This study investigated how to train transferable spatial skills with Tetris. In Study 1 (value added study), participants who played Tetris along with explicit instruction in Tetris cognitive strategies across 4 sessions did not show greater gains in 6 cognitive skills, including spatial and perceptual skills, than participants who only played Tetris across 4 sessions. In Study 2 (cognitive consequences study), participants who played Tetris in Study 1 did not show greater gains in 6 cognitive skills than participants who did not play Tetris. This research demonstrates the failure of Tetris to train cognitive skills even with evidence-based training enhancements, and highlights the idea that fast-paced computer game playing can foster highly specific skills that do not transfer.

Teaching a Cognitive Strategy for Argument-based Writing in Middle School Social Studies

ABSTRACTWith the implementation of the Common Core State Standards for English Language Arts and Literacy, as well as the onset of the C3 framework from the National Council of Social Studies, social studies teachers are tasked with integrating content and writing instruction in thoughtful and relevant ways. A middle school social studies teacher addressed this complex task by integrating a planning strategy for argument-based writing in his 8th-grade United States History class. To frame the teaching of the planning strategy and social studies content, the six instructional stages from the Self-regulated Strategy Development (SRSD) model were used. This article highlights the teacher's exploratory use of cognitive strategy instruction, SRSD, and impact on student writing.

The Effectiveness of Modified Multi-Component Cognitive Strategy Instruction in Expository Text Comprehension of Students with Mild Intellectual Disabilities

This study investigates the effectiveness of Modified Multi-Component Cognitive Strategy Instruction (MMCSI) on expository text comprehension skills of students with mild intellectual disability (ID). Three students participated from inclusion classes of three different secondary schools in Turkey. The study was conducted using a multiple probe design across subjects. Expository text comprehension skills of the students were evaluated by using two different approaches: Reading Comprehension Test and Summary Writing. Comprehension scores of the summaries were assessed according to the following dependent variables: length of the summary, main idea scores, and quality. MMCSI was implemented in four phases: text structure instruction, modeling, guided practice, and independent practice. Study results showed that MMCSI was effective in a) improving the students’ comprehension of descriptive texts, b) maintaining comprehension skills, and c) generalizing these skills to texts with different topic areas and structures &nbsp

The Effect of Cognitive and Metacognitive Strategy Training on Intermediate Iranian EFL learners’ Willingness to Communicate

The present study aimed at exploring the effects of cognitive and metacognitive strategy training on the WTC of Iranian EFL learners. The participants of the study included 90 Iranian EFL learners at the intermediate level of English language proficiency. They were divided into three groups based on their performance on a general proficiency test. One group received cognitive strategy instruction, another metacognitive strategy instruction and the last one served as the control group. The participants were also tested before and after the treatment in terms of WTC. The results of statistical analysis showed that both cognitive and metacognitive strategy training had a positive effect on the WTC of Iranian EFL learners. It was also revealed that metacognitive and cognitive strategy training had similar effects on the WTC of the participants.

The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.