Self-Managed Learning Strategy Systems for Children and Youth

Abstract

The infusion of instruction in learning strategies into school curricula has become an important goal in many school districts. However, strategy instruction has taken many forms. While the goal of strategy instruction has been to promote independent learning and performance of students, considerable variance has existed in the actual content and design of the learning strategy interventions and in how these interventions are selected and taught to students. The purpose of this article is to describe the characteristics of and research associated with the learning strategies interventions developed by a group of researchers associated with the University of Kansas Institute for Research in Learning Disabilities. The bulk of this research has been conducted with students with learning problems attending grades 7 through 12 in public school settings. In presenting this review, the author hopes to stimulate discussion on the critical features associated with the successful development and infusion of programs designed to teach academic self-management to students in school settings.

Additional information

Notes on contributors

B. Keith Lenz

B. Keith Lenz, PhD, is an Associate Research Scientist, University of Kansas Institute for Research in Learning Disabilities, Lawrence, KS. His research interests include teacher planning, teaching routines, and learning strategy interventions related to teaching adolescents and young adults.