Learning can be inaccessible when it requires the ability to monitor one’s own progress, and where there are no options for individuals who differ in such executive abilities. The experimental research collected here suggests the effectiveness of strategies such as explicit instruction for self-monitoring, guiding questions for self-questioning and prediction, and curriculum-based measurement. The scholarly reviews and opinion pieces provide additional arguments for why it is important to enhance students’ capacity for monitoring progress.
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Last Updated: 02/01/2011