Components of Analytic Assistance: Statement Saying, Concept Training, and Strategy Training

Abstract

The study investigated three procedures for teaching rules to primary students: (1) rule saying only, (2) rule saying plus training on critical concepts in the rule, and (3) rule saying, concept training, and strategy training for rule application. The group receiving rule saying, concept training, and strategy training made significantly more correct responses to transfer items. The results suggest that primary students need to receive comprehensive training on problems based on complex rules.