Journal of Contemporary Research in Education


This article outlines a metacognitive strategy that can be employed as either a Tier I or Tier II instructional practice. The strategy is designed to enhance learning skills in public school students who are included in the general education classroom. The strategy is reflective of the ongoing research agenda related to improving the academic performance of both at risk and inclusion students who make up a major portion of today’s academically diverse classrooms. A research foundation for the strategy, an outline of the strategy’s components, and suggestions for implementation are provided.

Relational Format

journal article