Accessing Long-Term Memory: Metacognitive Strategies and Strategic Action in Adolescents.

Wynn-Dancy, M. Lorraine; Gillam, Ronald B.

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Peer reviewed

ERIC Number: EJ555550

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0271-8294

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Accessing Long-Term Memory: Metacognitive Strategies and Strategic Action in Adolescents.

Wynn-Dancy, M. Lorraine; Gillam, Ronald B.

Topics in Language Disorders, v18 n1 p32-44 Nov 1997

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

Descriptors: Language Impairments, Learning Disabilities, Learning Strategies, Long Term Memory, Metacognition, Problem Solving, Recall (Psychology), Secondary Education, Self Management

Publication Type: Guides - Non-Classroom; Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A