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Strategy Instruction for Elementary Students Searching Informational Text

Children were taught to be strategic and to monitor their success while searching for information in text. In the first study, 180 children were randomly assigned to receive strategy instruction with monitoring, strategy instruction only, or no instruction. Grade 3 children who were taught the strategy without monitoring instruction were more successful than control children, whereas Grade 4 and Grade 5 students benefitted from instruction only when they were also encouraged to monitor their performance. In the second study, Grade 3 and Grade 4 students transferred the strategy to an unfamiliar informational book. The third study examined category selection and extraction components of the strategy to find again additive effects of all three components.