Article1988

The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance

728 citations0/0 files storedReview of Educational Research

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Educational Strategies and Epistemologies Innovative Teaching and Learning Methods Visual and Cognitive Learning Processes

Abstract

This paper presents the results of an extensive review of the literature that relates to the interaction of domain-specific and strategic knowledge on academic performance. Our objectives in this review were to: (a) provide a critical analysis of that literature, (b) present hypotheses about the interaction between domain-specific and strategic knowledge as presented in the research, and (c) offer recommendations for future investigations on the interaction of domain-specific and strategic knowledge.

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References

1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities 2026Metacognition, Motivation, and Understanding 1988Metacognition and reading comprehension

Cited by

1990Motivational and self-regulated learning components of classroom academic performance.1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change 1990When is an illustration worth ten thousand words?1991Moving From the Old to the New: Research on Reading Comprehension Instruction 1996Types and qualities of knowledge 1996The expert learner: Strategic, self-regulated, and reflective 1991Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge 2003The Development of Expertise: The Journey From Acclimation to Proficiency

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